This link has been bookmarked by 69 people . It was first bookmarked on 16 Feb 2017, by Kevin Lockwood.
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02 Oct 17
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30 Sep 17
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09 Aug 17
mr kaplanIn an era of national attention to what's real and what isn't, we asked educators to share their strategies for helping students sort out fact from fiction.
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12 Jun 17
Michele Day"As the national attention to fake news and the debate over what to do about it continue, one place many are looking for solutions is in the classroom.
Since a recent Stanford study showed that students at practically all grade levels can't determine fake news from the real stuff, the push to teach media literacy has gained new momentum. The study showed that while students absorb media constantly, they often lack the critical thinking skills needed to tell fake news from the real stuff.
Teachers are taking up the challenge to change that. NPR Ed put out a social media call asking how educators are teaching fake news and media literacy, and we got a lot of responses. Here's a sampling from around the country:" -
30 May 17
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02 May 17
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5 Ways Teachers Are Fighting Fake News
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Remember Marie Antoinette and "Let them eat cake" — her famous line about the poor that got her in all that trouble?
Thing is, it never happened. Fake news!
For Diane Morey and her ninth-graders at Danvers High School in Danvers, Mass., that's a teachable moment.
"The media of the day didn't have Facebook, Twitter or partisan websites," Morey says. "But they did have pamphlets."
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Media consumers and contributors
In 2015, Spencer Brayton and his colleague Natasha Casey revamped a media literacy course for students at Blackburn College in Carlinville, Ill. Brayton says the key is the critical approach.
"Students come in expecting that we're going to lecture," Brayton explains. "But we have them think about certain power structures in how information is produced and how it reaches them. If they're going to understand how they're going to take it in, then they have to know how the news is going to be produced."
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To take the class, students need a Twitter account. From the very first week, they are asked to follow five to 10 accounts on Twitter that promote media and information literacy, like Media Literacy Now or Renee Hobbs.
As they follow these posts and add additional ones, the goal is that they'll start to recognize fake news and other biases or viewpoints in media.
By the end of the course, Brayton says students begin to see themselves not only as creators of information, but as credible sources of information too.
The Twitter assignments encourage his students to engage with social media - retweeting, following and commenting — which Brayton says helps his students see how they play a role in spreading information to other media consumers. That means they have to take what they share more seriously.
"In looking at this issue, people seem to want a quick solution to fake news, but I'm not sure there is a solution (at least an easy one)," Brayton writes in an email. "Students need to recognize that these skills and ideas need to stay with them through adulthood, but that's easier said than done — we all fall into this trap."
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27 Apr 17
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21 Apr 17
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01 Apr 17
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23 Mar 17
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20 Mar 17
Keith SladeIn an era of national attention to what's real and what isn't, we asked educators to share their strategies for helping students sort out fact from fiction.
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16 Mar 17
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04 Mar 17
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03 Mar 17
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28 Feb 17
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Kim Stuart"source analysis "
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24 Feb 17
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21 Feb 17
Tom McHale"In Scott Bedley's version of Simon Says, it's not those two magic words that keep you in the game, but deciding correctly whether a news story is real or not.
To start off the game, Bedley sends his fifth-graders at Plaza Vista School in Irvine, Calif., an article to read on their laptops. He gives them about three minutes to make their decision — they have to read the story carefully, examine its source and use their judgment. Those who think the article is false, stand up. The "true" believers stay in their seats.
Bedley says he's been trying to teach his students for a while to look carefully at what they're reading and where it comes from. He's got a seven-point checklist his students can follow:
1. Do you know who the source is, or was it created by a common or well-known source? Example National Geographic, Discovery, etc.
2. How does it compare to what you already know?
3. Does the information make sense? Do you understand the information?
4. Can you verify that the information agrees with three or more other sources that are also reliable?
5. Have experts in the field been connected to it or authored the information?
6. How current is the information?
7. Does it have a copyright?" -
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20 Feb 17
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19 Feb 17
Wanda TerralAs the national attention to fake news and the debate over what to do about it continue, one place many are looking for solutions is in the classroom. via Pocket
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18 Feb 17
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tiscarRT @globograma: Cinco vías por las que los profesores están combatiendo las #noticiasfalsas en las escuelas. cc @tiscar. https://t.co/X0Iyh…
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17 Feb 17
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Clare FenwickTalented teachers doing great work on media literacy are showcased here! https://t.co/lY7EQGMXWA
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16 Feb 17
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Gerry Solomon"Teachers are taking up the challenge to change that. NPR Ed put out a social media call asking how educators are teaching fake news and media literacy, and we got a lot of responses. Here's a sampling from around the country:"
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soberle"As the national attention to fake news and the debate over what to do about it continue, one place many are looking for solutions is in the classroom.
Since a recent Stanford study showed that students at practically all grade levels can't determine fake news from the real stuff, the push to teach media literacy has gained new momentum. The study showed that while students absorb media constantly, they often lack the critical thinking skills needed to tell fake news from the real stuff.
Teachers are taking up the challenge to change that. NPR Ed put out a social media call asking how educators are teaching fake news and media literacy, and we got a lot of responses. "
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