Break the Fake: Critical thinking vs. disinformation
People who share false or misleading information sometimes use the language of critical thinking and media literacy, telling followers to “do your research” and “think critically” in one breath and then to “trust the plan” in the next. So how can we tell if we’re really thinking critically?
Information Sorting
This is the second lesson in the Critical Thinking Across the Curriculum series, though it can also be delivered independently. In it, students are introduced to the idea of using information sorting to determine whether sources are worth their attention and then to do critical close readings of those that are. After learning and identifying the differences and similarities between the two steps, they learn the characteristics of a reliable source and make a list of companion texts that can be used to determine if a source has those characteristics. After practicing that process, they learn some examples of critical close reading skills and use a possibility grid to do a close reading of a news article. Finally they plan, carry out, and reflect on an information sorting process to make sure they are getting a full and accurate picture of the news story’s topic.We are all broadcasters
Here are three tips to make sure you share good information and stop the spread of hoaxes, rumours and scams.
1. Watch for your own bias
One of the hardest things about being a responsible sharer is to be aware of the reasons why you might be more likely to believe something without evidence. Before you share a story, take a few minutes to see whether you’ve fallen into one of these common biases:
A Day in the Life of the Jos
In the educational game 'A Day in the Life of the Jos', students in grades six to eight help the brother and sister team Jo and Josie with situations they encounter online as they go about a typical day in their lives.
Reality Check: Authentication and Citizenship
In this lesson, students consider the ways in which misinformation can have an impact on history and politics. After discussing a number of historical examples of misinformation, they examine the ways in which news sources may be biased and use an interactive online game to practice skills in getting more context on a story. Finally, students read a current news story and use what they have learned to find the context they need to understand it.