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Sean McHugh

How to help students spot misinformation | The Educator Asia - 0 views

www.theeducatoronline.com/...253227

research fake news lateral reading digital literacy

shared by Sean McHugh on 16 Aug 18 - No Cached
  • a few guidelines to help understand how the study’s findings can be of practical use to students, and teachers who are looking to improve digital literacy in their classrooms
  • The internet has democratised access to information but in so doing has opened the floodgates to misinformation, fake news, and rank propaganda masquerading as dispassionate analysis.
  • read laterally, leaving a site after a quick scan and opening up new browser tabs in order to judge the credibility of the original site
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  • close reading of a digital source, when one doesn’t yet know if the source can be trusted proves a colossal waste of time
  • slower to reach their conclusions
  • more thorough evaluations
  • focused on credible information from news organizations like the New York Times and the Washington Post
Sean McHugh

Opinion | Don't Go Down the Rabbit Hole - The New York Times - 0 views

www.nytimes.com/...fake-news-media-attention.html

shared by Sean McHugh on 19 Feb 21 - No Cached
  • the way we’re taught from a young age to evaluate and think critically about information is fundamentally flawed and out of step with the chaos of the current internet.
  • It’s often counterproductive to engage directly with content from an unknown source, and people can be led astray by false information
  • the best way to learn about a source of information is to leave it and look elsewhere, a concept called lateral reading.
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  • Whenever you give your attention to a bad actor, you allow them to steal your attention from better treatments of an issue, and give them the opportunity to warp your perspective
  • Internet users need to learn that our attention is a scarce commodity that is to be spent wisely
  • four simple principles:1. Stop.2. Investigate the source.3. Find better coverage.4. Trace claims, quotes and media to the original context.Otherwise known as SIFT.
  • The question we want students asking is: Is this a good source for this purpose, or could I find something better relatively quickly
  • We’ve been trained to think that Googling or just checking one resource we trust is almost like cheating,” he said. “But when people search Google, the best results may not always be first, but the good information is usually near the top
  • The students are confused when I tell them to try and trace something down with a quick Wikipedia search, because they’ve been told not to do it,” she said. “Not for research papers, but if you’re trying to find out if a site is legitimate or if somebody has a history as a conspiracy theorist and you show them how to follow the page’s citation, it’s quick and effective, which means it’s more likely to be used
  • Use Wikipedia for quick guidance! Spend less time torturing yourself with complex primary sources
  • instill a reflex that asks if something is worth one’s time and attention and to turn away if not
Sean McHugh

Parenting for a Digital Future - Media literacy - everyone's favourite solution to t... - 0 views

blogs.lse.ac.uk/...iteracy-problems-of-regulation

media_literacy media literacy media fake news critical literacy

shared by Sean McHugh on 20 Mar 19 - No Cached
  • Media Literacy … provides a framework to access, analyze, evaluate, create and participate with messages in a variety of forms — from print to video to the Internet.
  • The more that the media mediate everything in society – work, education, information, civic participation, social relationships and more – the more vital it is that people are informed about and critically able to judge what’s useful or misleading, how they are regulated, when media can be trusted, and what commercial or political interests are at stake. In short, media literacy is needed not only to engage with the media but to engage with society through the media.
  • any media literacy strategy requires sustained attention, resources and commitment
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  • let’s get media literacy firmly embedded in the school curriculum
  • it might be wise to calculate the cost also – to individuals, to society – of not promoting media literacy, of having a population with insufficient critical knowledge to manage its digital safety, security, privacy, civic and health information needs or consumer rights.
  • it is commonly said that media literacy is, at heart, critical thinking (demand evidence, question sources, analyse claims, consider what’s at stake for whom, etc.) and, therefore, should be taught right across the curriculum from history to science or English
  • In order to enable citizens to access information, to exercise informed choices, evaluate media contexts, use, critically assess and create media content responsibly, they need advanced media literacy skills.
  • Media literacy should not be limited to learning about tools and technologies, but should aim to equip individuals with the critical thinking skills required to exercise judgement, analyse complex realities, recognise the difference between opinions and facts, and resist all forms of hate speech
  • Work to get media literacy firmly embedded as compulsory in the school curriculum.
  • Media education is a long term solution – it takes thought-through pedagogical strategies and years of teaching, not a one-shot campaign
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