'Maddie is online' series 2 final booklet

MADDIE IS ONLINE
RESOURCES AND LESSON PLANS
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DR KONSTANTINA
MARTZOUKOU,
IOANNIS
PANAYIOTAKIS &
JES HERBERT
C R E A T E D B Y
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Series 2 -
'Misinformation'
2021

Episode 1: Lesson Plan...........................7
Episode 2: Lesson Plan...........................9
Episode 3: Lesson Plan..........................15
Episode 4: Lesson Plan.........................20
Episode 10: Lesson Plan........................51
TABLE OF CONTENTS
SERIES 2 MISINFORMATION
LESSON PLANS

“...PARTICIPATE SAFELY,
EFFECTIVELY, CRITICALLY
AND RESPONSIBLY IN A
WORLD FILLED WITH SOCIAL
MEDIA AND DIGITAL
TECHNOLOGIES” (COUNCIL
OF EUROPE 2020).
There are diverse challenges and opportunities created in the online
everyday life context for young people. The use of a wide range of
social media enabled online tools for messaging, video sharing and
online gaming to connect with others, learn and experiment is
increasing. In recent years, there is a focus on children’s development
of digital skills for the online environment, addressing, not only safety
and protection, but also active engagement, participation and learning
in the digital society. With this comes an emphasis on empowering
young people with skills that help them to deal with the challenges and
dangers of the online world but also understand wider online social
issues and phenomena in their digital lives, such as cyberbullying,
online privacy, online ethics, online democratic participation and human
rights. This resource is intended for educators, librarians and parents
who are called to support, guide and enable young people's online
connectivity, online behaviour and digital mindsets.
ABOUT THIS
RESOURCE
1

SERIES 2
MISINFORMATION
'Maddie is Online’ is an online video
animation series, which addresses the
everyday life experiences of pre-teen
children in the online connected
environment, and empowers them
with skills that help them deal with
challenging phenomena in their digital
lives (e.g. online bullying, managing
online information, copyright and
ownership, privacy and security,
online reputation).
Playlists: bit.ly/2LwnE6T
Twitter: @MaddiesOnline
ABOUT THE
SERIES
2

'Maddie is Online' is aimed for teachers, parents and
librarians, who may lack accessible resources or
time to educate young children about the challenges
and opportunities of online connectivity. 'Maddie is
Online' is an engaging and fun digital literacy skills
cartoon video resource, supported by state-of-the-
art research, workshops and digital lesson plans.
They can be used in different subjects (Personal
and Social Education, English, ICT, Health and
Wellbeing) at school or at home in an accessible
way, empowering young people with skills that help
them deal with challenging phenomena in their
digital lives.
Project Blog: https://maddiesonline.blogspot.com/
Email: k.martzoukou@rgu.ac.uk
ABOUT THE
SERIES
3

SERIES 2
MISINFORMATION
11 video episodes
Duration: 1 hr 11 mins.
Access:
https://bit.ly/3wmXjwU
Series 2 challenges
children to think critically
about the information
they encounter online and
the sources they use, and
encourages them to
consider the
consequences of online
misinformation.
ABOUT
SERIES 2
MISINFORMATION
4

ABOUT THE EPISODES
SERIES 2
MISINFORMATION
5

Key to Tags
intended
age group
child-friendly
/ can be
played
unsupervised
printable
activity /
handout
educator
research,
background
information and
thinking points
educator
reflection points:
note your
students'
responses /
ideas / interests
lead in /
icebreaker
questions
presentations
/ slides:
discussions
introducing
concepts and
vocabulary
practical
work / hands
on activities:
reinforcing
concepts
The following lesson plans offer a guide to utilizing Series 2 'Maddie is Online:
'Misinformation'. All the included resources are free to use and are intended for children
aged, approximately, from 9 to 13 years old. They can be delivered by professionals, such as
educators, librarians and youth workers, who wish to support and engage young people on
these topics.
Each episode includes a short description of the story, the learning outcomes, 'Lead-in' and
'Activity Plan' sections, directly related to each video episode, which are intended to take
approximately 45 minutes each to complete.
These are followed by 'ideas for educators' and 'extension activities', which help to further
explore key concepts and additional expansive resources that can be used as desired or as
class time allows, in follow up sessions or set as home activities. They are tagged by function
(e.g. educator reflection points, educator research, background information and thinking
points, practical hands-on activities, presentation slides with discussion elements, child-
friendly activities and other printable activities). Finally, also included, where appropriate,
are applicable background resources, guides to explanations, and research for educators.
LESSON PLAN KEY
SERIES 2 MISINFORMATION
6

EPISODE 1: LESSON PLAN
Introduction
3:47 minutes
https://youtu.be/Ot2_ADvAOuw
45 mins
7
Concepts Explored
Information sources, online accessibility,
online search skills, online information
awareness and confidence, best
practices/barriers
EPISODE DESCRIPTION
Maddie and her friend, Amy, have been
asked by their teacher to prepare a
presentation on a country called ‘Kaione’
(not a real-world country) .
In her quest to find good quality information,
Maddie asks many different people for
information, and finds out some interesting
and useful facts but also some controversial
and confusing information
To introduce children to the topic, and encourage them to think critically
about internet searching as one mode of information retrieval.
To discover and allow children to compare what they already think of as
the benefits and risks of (re)searching online.
To allow children to consider research and information skills as non-
automatic functions, which require instruction and practice, like any other
skill.
To begin developing online information awareness, skills and competence.
LEARNING OUTCOMES

45 mins
Do you have access to the Internet at home using a laptop, a computer, a
phone, a tablet?
How do you search for information for school assignments? Where do you
look for information?
What are the best ways of finding information? Why?
LEAD-IN QUESTIONS
DISCUSS IN SMALL GROUPS AND FEEDBACK TO CLASS
Do Maddie and Amy have a good plan for researching their project?
Can you think of any extra ways they could try to find information?
Have you ever had to do a project or assignment using the internet? How did you
feel about it, or how do you think you would feel if you had to do that now?
How do you think Maddie and Amy will get on with their research? Why?
ACTIVITY PLAN
PLAY EPISODE 1 VIDEO AND ASK THE CLASS THE FOLLOWING
QUESTIONS. RECORD IDEAS AND PREDICTIONS ON THE BOARD.
8

Meeting Miss Mason
EPISODE DESCRIPTION
Maddie meets by chance the new Computer
Class Assistant at her school, the 'helpful' Miss
Mason. Maddie confides that she is having
some difficulty finding information for her
presentation without using the Internet, and
Miss Mason offers to help her, and starts her
off with some potential sources to investigate.
To allow children to consider research and information skills as non-
automatic functions, which require instruction and practice like any
other skill.
To begin developing online information awareness, skills and
competence.
To critically discuss search planning/strategies.
LEARNING OUTCOMES
6:22 minutes
https://youtu.be/PzIIpKQDEqU
9
CONCEPTS EXPLORED
Information sources, search terms, search
strategy, mind maps, search engines,
algorithms, Boolean operators

Engage students (using Maddie's story as she searches for information) in a parallel
quest for information (online or in the library) on a class related topic they are working
on, e.g. the life and culture of Romans.
Elicit the idea of planning a search or having a search strategy. Explain that it is easier
to begin looking for the right information when time is taken to understand what
information is needed.
Explain the phrase 'search terms', using Maddie's need for information on 'Kaione, its
culture and its people', In teams, encourage students to put themselves into Maddie's
'shoes' or think of their own information needs around a class topic and prepare a list of
useful search terms. You can use paper, the whiteboard, or:
a blank mind map: https://www.twinkl.ie/resource/blank-mind-maps-au-t-l-1984
an online mind mapping tool: https://blog.mindomo.com/mind-maps-for-kids/
or https://tobloef.com/text2mindmap/
the 'General Glossary' for students at any level to collect vocabulary during an
inquiry (FOSIL Group)
'What Do I Already Know?', a visual prompt for simple inquiries to encourage
students to connect with what they already know (FOSIL Group).
Let the students walk around the classroom to look at other groups' mind maps and
compare / discuss.
ACTIVITY PLAN
PLAY EPISODE 2 VIDEO AND ASK THE CLASS THE FOLLOWING QUESTIONS. RECORD
IDEAS AND PREDICTIONS ON THE BOARD.
10
LEAD-IN QUESTION
DISCUSS IN SMALL GROUPS AND FEEDBACK TO CLASS
Explore what skills a computer class assistant would teach children Is it just about using
computers in general or it could also be about search behaviours?
45 mins

https://www.diigo.com/ Integrates a robust bookmarking system, and always
collaborative research work via bookmark sharing of whole collections of
references at once.
https://duckduckgo.com/ and https://swisscows.com Two search engines that
do not track, record or share personal search data in any form.
https://www.kiddle.co/ A dedicated child-friendly image and encyclopaedic
safe-search engine, although possibly aimed a little young and limited in content
to be useful for older children
https://swiggle.org.uk/ A child-safe search engine, also prompting children with
'hot-to' search tips if they need a little help recalling search shortcuts / keyboard
shorthand.
Depending on children's age, educators may wish to introduce the use of Boolean
operators (e.g. AND, OR, NOT) or/and searching for specific results using double
quotation marks. Educators looking for a primer on Search Strategies and Boolean
Operators themselves, before teaching this section ,can use LibGuides from any
reputable library, e.g. MIT, Massachusetts https://libguides.mit.edu/c.php?
g=175963&p=1158594
IDEAS FOR EDUCATORS
Search engines
There are various Internet search engines available, some of which are more suitable
for children. See: http://www.educatorstechnology.com/2018/01/11-great-kids-safe-
search-engines.html
Smart Searching
EXTENSION ACTIVITY 1
Selecting Search Terms
https://www.google.com/insidesearch/searcheducation/lessons.html
The 'Beginner' slideshow presentations can be used as a continuous series or as topic-
specific standalones. The first beginner lesson presents a child-friendly introduction to
selecting the right search terms and eliminating unnecessary ones, and how to begin
contextualizing your specific search, using examples from pop culture (although with an
American slant, which teachers may wish to adapt).
11

12
Carnegie Cyber Academy
http://www.carnegiecyberacademy.cit.cmu.edu/documents/Lesson11_SearchEngines_Re
searchTips.pdf
While Adobe FlashPlayer is no longer supported and so the interactive elements of this
resource are temporarily offline, the 'Hint Sheets' and illustrated worksheets and lesson
plans of Carnegie UK's 2007 Cyber Academy still provide an excellent parallel support for
the themes explored throughout this series. Lesson 11 linked above provides an overview
of research step-by-steps when using a search engine, and how to recognise and
navigate website dangers.
Older children, in particular, may find this modern explanation of how a search engine
actually retrieves search results interesting and illuminating, from the non-profit:
Code.org at https://youtu.be/LVV_93mBfSU
Younger children may find CommonSense Education's video on
Google Search Tricks easier to grasp:
https://www.commonsense.org/education/videos/google-search-tricks-for-research
HU Library -Boolean Searching For Kids
https://projects.iq.harvard.edu/libraryplaylearn/links/boolean-searching-kids
A game developed to be played offline, using a standard deck of cards and a printout,
explained in both text and video format. For children to practise thinking about and using
Boolean operators via a fun, speedy card game.
Learning for justice - understanding online searches
https://www.learningforjustice.org/classroom-resources/lessons/understanding-
online-searches
A discussion-based lesson, focused on students' noticing the differences between
search results using different search engines, with a digital citizenship ideology -
encouraging them to recognise their right to quality information, and their responsibility
to learn how to search for it.

13
Kidzsearch: Boolify
https://www.kidzsearch.com/boolify/
Choose a recent class topic, or assign new topics, and encourage children to notice the
interaction between the 'Boolean building blocks' in the activity screen, how it
translates to a traditional 'search string' below, and the returned search results their
changes produce.
Finish by asking the class what 'building' block' or search string and search terms they
suggest for Maddie, or use those they came up with for their mind maps earlier.
Searching effectively: Boolean operators
https://youtu.be/eV2s0Yc8RCc
From the Oregon School Library Information System, watching this video in class or at
home. It clarifies, with visuals, the usage and need for Boolean operators AND, OR and
NOT, reinforcing these differences through a crafting class activity or collaboratively on
the whiteboard, for kinaesthetic and visual learners, who may benefit from creating their
own or group Venn Diagrams of search terms using Boolean Operators for a new or
recent class topic. Again, search terms the class generated earlier (when mind mapping
for Maddie's project) can be used as an example here to demonstrate, before the
students useful practices with a new topic.
Search shark
https://www.digitalpassport.org/search-shark.html
From the Digital Passport suite of digital literacy games, produced by Common Sense
Media, Search Shark can be used as a motivational reward at the end of a longer lesson,
or to recap the lesson in a fun way at a later point or set as a home activity. Search Shark
must be fed only with the correct search terms for a specific query, and no superfluous or
irrelevant words, or they will become sick and the game is lost.

Every year in February, Safer Internet Day is
celebrated internationally.
Events sharing the theme "Together for a better
internet" are held for students, caregivers,
educators and policy makers online and across
social media.
Check out 2021's activity, discussions and
campaign ideas by following the
#SaferinternetDay and #SID2021 hashtags, or
SID's Fakebook and Twitter profiles here:
https://www.facebook.com/SaferInternetDay
https://twitter.com/safeinternetday
Next year's Safer Internet Day will take place on
Tuesday 8th February 2022!
Source: https://www.saferinternetday.org/
Did You Know?
Safer Internet Day
14

Mr. Sherlamond, the Travel Agent
To raise students' awareness and defences against advertisements, paid and
sponsored content online, particularly in the context of social media influencers
and product endorsement.
To introduce and reinforce recognition of common signs of paid content online
(eg. sponsored content).
To reinforce and develop cyber security skills around online data harvesting and
'advergames' or clickbait.
LEARNING OUTCOMES
1
EPISODE DESCRIPTION
On the advice of Miss Mason, Maddie visits the
travel shop of Mr Sherlamond, who is quite keen to
talk to her about Kaione - as long as Maddie is only
interested in booking a package family holiday
there. Maddie leaves frustrated, having learned
nothing about Kaoine's people or culture, only its
purported international airport and sunny beaches.
CONCEPTS EXPLORED
Streaming, vlogging, influencers, sponsored
content, clickbait, pop-ups, curiosity gap,
cookies, digital footprint, data privacy
3:43 minutes
https://youtu.be/TQtCtqMF9N4
45 mins
15
IFLA -- How To Spot Fake News

16
Lead-in QUESTIONS
Discuss in small groups and feedback to class
Where do you see advertisements in your everyday life? Have you seen advertisements on the
Internet? What were they about? Who was involved?
Can you name any examples of famous online personalities (e.g. streamers, online gamers,
vloggers, social media influencers)?
Have you ever seen any online personalities who talk about, recommend or 'show off' a game,
piece of fashion, service or product?
Have you even bought something promoted to you that way?
[examples of promotional activities: 'This video was sponsored by ___' 'Un-boxing videos' 'Prizes /
giveaways' 'Video reviews of specific products / brands'].
Ask the class to predict how they think this meeting will go, and whether Mr.
Sherlamond will be able to help Maddie with her information gathering
(Why/why not?). What do they think this travel agent will do? (Why?)
Watch the video for Episode 3.
Using a screenshot of online search results for a recent class topic, brainstorm
what the group already recognises as 'sponsored content' or ads being
promoted or 'bumped' to the top of the retrieved results.
ACTIVITY PLAN
45 mins
ChildNet, partnered with the National Consumer Council UK, released an assessment in 2007, using
qualitative data gathering and caregiver, child and educator surveys, on commercial activity on
websites and online environments aimed at children: https://www.childnet.com/ufiles/fair-game-
final.pdf
Global Action Plan (UK) released a more current report in 2019, which summarised the key principles
of targeted online advertising, and specifically how they can be used to influence children:
https://www.globalactionplan.org.uk/files/kids_for_sale.pdf
The Canadian Centre for Digital and Media Literacy outlines key concepts when approaching the
intersections of digital and media literacy, and, in particular, on issues around consumerism and
advertising online. They also host many excellent resources including full lesson plans on multiple
topics in this area: https://mediasmarts.ca/digital-media-literacy/general-information/digital-
media-literacy-fundamentals/intersection-digital-media-literacy
IDEAS FOR EDUCATORS

HTML Heroes - What is online advertising?
https://vimeo.com/313424195
https://www.webwise.ie/wp-content/uploads/2019/01/Lesson-3.9-clickbait-
headline.pdf
A part of the third lesson of the series of lessons on online safety skills by Webwise,
focuses on online advertising, influencers' sponsored content and clickbait. It
encourages children to discuss examples of online content, they are familiar with,
where 'personalities' or 'influencers', either with or without acknowledgement,
advertise products or services, and introduces them to this and other instances where
they may be unaware that they are the targets of advertising online. It also comes
with a printable activity on recognising clickbait headlines, after which the class could
concept-check by creating their own clickbait headlines - these could be used to
recycle repeat classwork (eg. clickbait headlines on recent History, Literature or SPHE
topics)
MediaSmarts - Online marketing strategies for kids:
lesson plan
https://mediasmarts.ca/sites/default/files/lesson-
plans/lesson_online_marketing_kids_strategies_techniques.pdf
This full lesson plan is adaptable to different ages and group strengths, and takes
classes through a guided discussion analysing how the Internet is such a specifically
suited medium for advertisers to target children and their data. Its suggested survey
activity on the Top 15 websites for tweens is current to 2015, and so it would be
appropriate to make this section more interactive by asking the class to personalize
and update this list (checking again current statistics if desired). The lesson comes
with two written scenarios of online marketing strategies - one on 'advergames' and
one on 'friendvertising' and social media data collecting - for the class to read,
analyse, and discuss.
17

18
Common Sense Education - You won't believe this!
https://www.commonsense.org/education/uk/digital-citizenship
/lesson/you-wont-believe-this
This lesson plan introduces students to the psychological concept of the 'curiosity gap',
and how this method is utilized by marketers (notably online) not only by directly selling
us things, but even by just getting us to click on links. The reading and discussion activity
in this exercise, in particular, emphasises that our natural instinct to want to close a
curiosity or knowledge gap is not itself a problem or something to be stopped - but an
instinct that can be exploited by advertising nevertheless. In its exploration of 'clickbait', the
lesson signposts where to reinforce previous learning on data privacy and digital
footprints, particularly when it comes to ads and sponsored content online: where and
what you click on can 'follow you around' online. In addition, it forms a basis for additional
discussion around good search techniques, reminding students that, if a suspicious looking
link or a 'clickbait' headline makes them curious, they can always look up information
safety about the topic they are curious about elsewhere.
MediaSmarts - Data Defenders
https://mediasmarts.ca/sites/mediasmarts/files/games/data-defenders/
This educational 'match 3 in a row' puzzle game can be used either as a lead-in
/ lead-out activity, or at home to reinforce concepts around data collection by marketers, and
recycle for children the idea that their private data is valuable and can be monetized by
advertisers and companies online. The gameplay itself utilizing the concept of 'paying with your
data' to take part in an online game or activity, but reminds children what to be aware of and
of different privacy tools that can be used to help.
Common Sense Education - Reading news online
https://docs.google.com/document/d/1LUNeD2V3pjn_qFd2-g4cD3Ki9e16WSFp9owAIpy4298/edit
This quick activity involves a 2-minute video describing the different parts of a news website, and
demonstrating how sponsored content for products, pop-up ads and clickbait can look similar to
real news stories, and how to spot and avoid these links. A lead-in to a follow-on class discussion is
provided, or, alternatively, getting the class in groups to make a similar 'anatomy of a website
homepage' would be a good follow up activity to check specific concepts.

UNESCO has run the Global Media and
Information and Literacy (MIL) Week for the
past decade, including an international online
conference and, for the last five years, a
dedicated Youth Agenda Forum.
Global MIL week calls on continuing and new
local partners to run events in their
communities promoting MIL connections across
professional disciplines.
As part of MIL Week 2015, UNESCO in
partnership with Athabasca University Open
Access Courses ran the self-paced and still free
to take online course 'Media and Information
Literacy and Intercultural Dialogue'
http://elab.lms.athabascau.ca/course/view.php
?id=7
The tenth Global MIL Week is from 24 to 31
October 2021!
Source: https://en.unesco.org/commemorations/globalmilweek
Did You Know?
Global MIL Week
19

Meeting with Mrs. Kanabera
6:12 minutes
https://youtu.be/OVHPtRD3_RM
20
Information sources, fact-checking, credible
sources, satire websites, critical evaluation
CONCEPTS EXPLORED
EPISODE DESCRIPTION
While attempting to question Miss Mason on the
uselessness of Mr. Sherlamond's information, Maddie
is reminded of Miss Mason's second suggestion - to
ask the 'special' Science Teacher, Mrs. Kanabera.
Maddie is whisked away to a mysterious lab, to meet
the knowledgeable Mrs. Kanabera - who at first -
rapidly divulges a stream of overly technical, but
factual scientific information about Kaione. Before
something seems to go wrong with her 'science hat',
and she begins repeating far less trustworthy
information, confusing Maddie.
To demonstrate the importance of sourcing information at the right 'level' for you.
To begin recognising types of sources, to ensure that a source is not only suitable
for your level, but also checking if a source is relevant to your research need.
To reinforce the idea that reading and critically understanding the information
found in a source is important, not merely copying it.
To introduce the need to 'fact check' even credible sounding articles, or coming
from seemingly credible websites.
LEARNING OUTCOMES

Who is Mrs Kanabera? Did she give helpful information to Maddie?
What were the main facts she shared about Kaione?
Do you think there is a difference between 'good information' and 'the right information for you'?
Why / why not?
Lead-in QUESTIONS
Ask the class to predict how they think this meeting will go, and whether Mrs. Kanabera
will be able to help Maddie with her information gathering (why/why not?).
Check predictions, then discuss lead-in questions (above) in small groups and feedback
to class (Be prepared to help the class reflect on their predictions after the episode, as
they may be more surprised than in the previous episode, that this source of information
in not entirely helpful to Maddie).
Ask the class what they remember about 'drop bears' from the video, or if any of them
have heard about these animals before, in the context of Australian tourism or travel.
Depending on time, ask the class to look up 'drop bears' online, either at home or for
approx. 10 minutes in class in pairs, and ask them to report back with what they have
learned, but also their impression of the story.
https://www.australiangeographic.com.au/news/2013/04/drop-bears-target-tourists-
study-says/
https://australian.museum/learn/animals/mammals/drop-bear/
http://ecite.utas.edu.au/82194
ACTIVITY PLAN
Some websites you may wish to have lined up for this exercise:
Encourage the group to discuss the different sources they found, until they come to
conclusion that the story is a joke. Make a list on the whiteboard of all the clues they picked
up on which confirm this.
[Possible answers: The 'tone'; disclaimer flagging the content as an April Fool's joke;
common appearance of the terms 'urban legend' 'hoax' 'satire' prank' etc. in search results;
no information on drop bears from any recognised news sites].
21
45 mins

Ask the group if they have ever been fooled by a hoax or joke story online, or if they
can think of any other well-known online urban legends, satire pieces or hoaxes that
people have fallen for.
Introduce the group to the following fact checking resources for those not already
familiar:
https://www.snopes.com/
https://www.factcheck.org/ https://fullfact.org/ https://www.reuters.com/ (for
general fact and news checks)
https://www.politifact.com/ (for political claims and news items - with an
American focus, but not solely)
https://quoteinvestigator.com/ (for checking the provenance of often
misattributed quotes - not exhaustive, but new questions can be submitted)
More in-depth guidance and resources can be found regarding fact-checking for
educators from different libraries (some of which even have .org domains,
reminding students to investigate any news website before trusting them):
The St. Louis Community College Library:
https://guides.stlcc.edu/fakenews/factchecking
Kent State University Library list of satirical websites:
https://libguides.library.kent.edu/c.php?g=278400&p=1854632comprehensive
A Spanish (English translation available) consulting website 'Infopirina'
https://www.infopirina.org/ compiles working definitions on the differences and
commonalities between concepts such as misinformation, disinformation, fake
news, filter bubbles, echo chambers, information silos, in the context of
misinformation as a viral condition, while exploring the psychological, manipulation
and social components to their spread, and offering tools and tips to building media,
news and information literacy.
The University of Washington Information School is running a research project on
the efficacy of student participation in a 'Misinformation Escape Room' on actually
changing behaviour around internalising misinformation, beyond a mere focus on
recognising it https://tascha.uw.edu/projects/misinformation-escape-room/
IDEAS FOR EDUCATORS
22

https://cpb-ap-se2.wpmucdn.com/global2.vic.edu.au/dist/8/5256/files/2018/11/Flowchart_-
How-to-evaluate-websites-Kathleen-Morris-vx3iho.png
Kathleen Morris - Research skills
http://www.kathleenamorris.com/2018/02/23/research-filter/
Australian primary school teacher Morris, has been running an educational blog since
2008, and has amassed a wide and in-depth range of activity suggestions, lesson plans
and guides for teachers that can be adapted to multiple age groups and current class
topics. Her Research Skills section has been continuously updated, most recently in April
2020, and collates a host of activities to reinforce the stages of clarifying a search, and
evaluating not only the credibility, but also the level and relevance of a result before
proceeding to engage with the information on the website - a handy printable prompt
sheet for this process has been created:
BrainPop - Is everything on the Internet true?
https://educators.brainpop.com/lesson-plan/evaluating-online-sources-lesson-plan-
everything-internet-true/
An adaptable lesson plan utilizing BrainPop videos on evaluating online sources and
internet search tips, centred around the endangered 'Tree Octopus' fake ecology website
(found here: http://www.zapatopi.net/treeoctopus), transitioning into a plan on facilitating
a group discussion on how to spot fake websites, specifically satire or an entertaining
hoax, more generally.
23

DHMO.org as part of a discussion on scientific data or the misuse of scientific
information, especially online.
AllAboutExplorers.com and Molossia.org/countryeng.html as part of Geography
Social Geography, or real person biography more generally [Note:
AllAboutExplorers does host its own discussion activity sheets also].
TheDogIsland.com as part of social studies or SPHE etc.
Commonsense education - Evaluating legitimate sources
https://www.commonsense.org/education/lesson-plans/evaluating-legitimate-sources
Extend Activity 2 into a hands-off practice during class or as homework following the
scavenger hunt activity sheet found here, which guides students through the process of
giving a website URL a 'reliability score' out of 10. You can use the suggested websites
linked on the lesson page, or choose around 10 or so websites of more relevance to your
class group's interests / recent class topics / locale etc. A selection of credible and non-
serious websites would also illustrate this point more clearly than non-serious websites
only.
The specific 'fake' story websites, linked in the first part of this lesson, follow a similar
pattern as the 'drop bear' or 'tree octopus' stories, but could be used alternatively as
reminders or for the purpose of recycling these concepts again, as part of activities in the
context of other specific curriculum topics or subjects. For example:
[Please note: The above is a teacher-created lesson plan. Common Sense Education will
be retiring its teacher-created lesson plans in July 2021, and so the above must be
accessed and downloaded before then to be used]
24

ALL DIGITAL Week is an annual European
campaign, running since 2010, aimed at
promoting digital inclusion through events run
at local digital competencies centres, libraries,
school and community centres.
The events focus on practical and inspirational
digital skills-building and promoting confidence
and curiosity towards digital technologies.
ALL DIGITAL Week 2021 ran from 22 to 28
March, and many of the core online
presentations, conferences and recorded skills
events are available on their homepage here:
https://alldigitalweek.eu/
Source: https://alldigitalweek.eu/
Did You Know?
ALL DIGITAL Week
25

The Library
EPISODE DESCRIPTION
Maddie, frustrated from her two unsuccessful
attempts to find information from the travel
agent and the scientist, goes to her school
library in search of information on Kaione. She
finds an encyclopaedia with some possible
information, but she eventually realises it is an
old edition and some of its information is out-
of-date. At the school library, Maddie meets the
'Top Class Librarian' who explains to her the
basics of information evaluation.
To recycle and reinforce a 'checklist' of basic information evaluation
skills (i.e. looking for currency, checking a source's author and publisher
and checking its supporting sources etc.).
To signpost and demystify the process for children of asking an
information professional for help (i.e. a school or a public librarian, or
the school Information Teaching Assistant).
LEARNING OUTCOMES
LIBRARY
CONCEPTS EXPLORED
Information sources, search strategy,
fact-checking, credibility, misinformation,
critical evaluation, currency, authorship
11:09 minutes
https://youtu.be/lbP6stXANkw
26

How do you think Maddie was feeling at these points during her trip to the library: when she first
arrived; when the book she was reading started giving information that did not seem useful or
correct; when she first met the librarian; after the librarian explained about finding and checking
sources?
Have you ever felt any of those things while searching for information?
Have you ever used your school or a public library with a project or assignment? How did it go?
Did you / would you use the resources alone or ask the librarian for help? (for online sources,
books, encyclopaedias / atlases etc.)
Why would you / would you not think about asking the librarian for help with finding sources?
Do you think a 'roving librarian', who goes around the school is a good idea? Why / why not?
Lead-in QUESTIONS
ACTIVITY PLAN
27
Share the episode title and ask the class to predict what they think Maddie will be doing in this
episode. Do they think this method of finding information will go better or worse than her
previous attempts? (Why?).
Watch the video for Episode 5 until 2:33, then pause and ask the additional prediction questions
to concept check information evaluation techniques from previous lessons, and brainstorm what
students already know / would try: 'Why do you think the encyclopaedia has confusing
information?' 'What could Maddie do now to fix this problem?'
Resume video and play to the end.
Check predictions, then discuss lead-in questions (above) in small groups and feedback to class.
Elicit / revise the tips for evaluating information that the Librarian shared with Maddie, as well as
tips from previous episodes that the students remember, and write them on the whiteboard as a
memory aid.
Get the class to compare how their school's library is similar or different to Maddie's (or local
public library, or its public website alternatively).
Brainstorm the things Maddie could do at her school library and get students to confirm during
the school week if they can do the same things at theirs [Possible answers: Find and read an
encyclopaedia / book; talk to a 'roving librarian'; ask for help finding a specific source or a type
of source; ask for help with evaluating a source; get help with a school project; check a mobile /
tablet app for information on the library's collections].
For younger ages, consider a library 'scavenger hunt' focused on your school library or a library
your students have access to, based on topics or information types related to recent classwork,
or themes from these Episodes the class would like to further explore. Models for library
scavenger hunts have been created by the American Library Association to Children,
downloadable here: http://www.ala.org/alsc/issuesadv/kidscampaign/libraryactivities (also
available on this website is an adaptable library 'treasure hunt' aimed at older tweens).
The Oklahoma State Library has provided a useful guide for how to create a library scavenger
hunt, which is both linked to learning outcomes and is relevant to students' needs:
https://sc.edu/nrc/presentation/annual/2017/handouts/CT-
134%20Redesgning%20the%20Library%20Scavenger%20Hunt%20in%20First-
Year%20Seminars%20Part%202.pdf2
45 mins

28
The concept of 'library anxiety', that feeling of inadequacy, shame or panic that can
prevent students reaping the full benefits of their libraries and achieving their full
research and information literacy potential, is not new to librarians. Studies have linked
heightened library anxiety at later scholastic stages with a lack of early education in
information literacy and critical evaluation skills - and since 1992 school library impact
studies in the US have shown consistent correlation between strong, curriculum-
integrated literacy-supporting school library programmes and student academic
achievement https://kappanonline.org/lance-kachel-school-librarians-matter-years-
research/ particularly for more vulnerable or at-risk learners.
The Tower Hamlet Schools Library information Service provides a good example of
the kind of learning resources and frameworks developed to support school librarians in
supporting information literacy in their institutions. Their Library and Information Skills
Scheme of Work (in its 3rd ed. 2018) https://www.towerhamlets-sls.org.uk/wp-
content/uploads/2018/04/Tower-Hamlets-Library-Skills-Scheme-of-Work-2018.pdf
provides a dedicated framework of learning objectives, including structured lesson plans
for school librarians, to deliver throughout Primary years to promote the development of
information. evaluation and critical thinking skills to support research knowledge and the
full curriculum.
The International Association of School Librarianship and the School Library
Association UK offer training, support and access to publications and advice on
specialised topics to promote the effective provision of school library services through
via its professional members, including a comprehensive compilation of European,
Australian and American Org. resources on media and information literacy standards
including mapping onto curriculums: https://iasl-online.org/resource/info_skills.html
IDEAS FOR EDUCATORS
Twinkl - Year 7 to 9 Library Lessons
https://www.twinkl.ie/resource/year-nine-library-activities-3-news-sources-t-e-2550354
These teacher-made resources come from an active, global community, although the
website itself is Irish, and many of the resources are tailored to specific curriculums,
including the UK National Curriculums. Their Library Activities Units span Years 6 to 9,
including an 'Introduction to a Secondary School Library' booklet, to prepare students for
that transition. Other research skills-based, reflective or discursive activities in the Unit
include Year 7: Activities 3 above covering internet safety and online research skills, and
the Year 9: Activities 3 on News Sources and offering discussion-based activities on critical
thinking and evaluation of news media: https://www.twinkl.ie/resource/year-nine-library-
activities-3-news-sources-t-e-2550354

http://www.ilovelibraries.org/article/take-virtual-tours-these-stunning-libraries
https://www.housebeautiful.com/lifestyle/g32258176/libraries-tour-virtually-prague-
morgan-nypl/
5 International Libraries: a virtual trip | CILIP South West Member Network
(wordpress.com)
Library Scavenger hunt
If a physical visit to a library will not be possible for your class right now, another way to
both keep interest and engagement sparked in students is through a virtual library tour.
Above are links to both student controlled 3D image exploratory 'tours' and panoramic
videos, of famous public and national libraries and museums. Split your class into pairs
and assign each a 'library', and, depending on the age of the class and their level of
familiarity, they might either come up with their own scavenger hunt style list of
questions for their classmates or notes to give a 'guided tour'. Then swab the pairs
around and get them take other groups' quizzes, hunts or tours.
CRLS Research guide
http://www.crlsresearchguide.org/
A step-by-step guide to the research process put together by a US school librarian,
revising the steps of selecting a general topic and brainstorming or 'mind-mapping' ideas,
right up to evaluating the finished work, and linking to more in-depth guides on specific
steps, as needed. The guide incorporates the information and problem-solving scheme
known as the 'Big 6': https://thebig6.org/ which aims to promote lifelong learning and
building competency with critical information synthesis and 'metacognition' ('thinking
about thinking'), a skill which the American Association of School Librarians discusses
here, for context:
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol6/SL
MR_BigSixInfoSkills_V6.pdf
29

KAHOOT quiz activities
https://create.kahoot.it/discover
If your class is studying remotely or has access to ICT in the classroom, bringing a
Kahoot! quiz in to revise concepts, introduced during earlier lessons, can be a fun
and easy way to recycle those concepts and keep students engaged. Setting up an
account and writing your own class on these topics is free. Community-added
quizzes to get you started include CommonSense Education's Digital and News
Literacy quizzes, Digital Citizenship quizzes by a US-based Instructional Technology
Assistant, and, of course, many community-users bespoke quizzes on general
library use skills in the #library tag, filterable by Grade (Kahoot! does use US grade
system). Consider putting together a short quiz on your own school library or public
library with your librarian's help.
Learning@Largs Campus library - Plus+e
https://blogs.glowscotland.org.uk/na/largscampuslibrary2/
Largs Library have developed their own information evaluation and critical research
skills resources, to support information literacy skills at primary and secondary level.
The PLUS+E system lays out exercises, mnemonics and links to further resources to
guide student through the process of planning an independent research topic,
locating and evaluating suitable resources, and presenting your information for
others.
30

Public library events and activities from England, Wales and Northern Ireland:
https://www.librariesconnected.org.uk/page/librariesfromhome
National Library of Scotland's family activities page: https://www.nls.uk/learning-
zone/creativity/families
Primary Teacher's reflections on the 'teacher-librarian':
https://www.teachstarter.com/gb/blog/library-activities-for-kids-make-the-most-
of-library-time-3/
The British Library: https://www.bl.uk/childrens-books/themes/all-activities#
Arizona's Mesa Public Library: https://www.mesalibrary.org/research/resources-
for-children/at-home-activities-for-kids (Note: Some of these activities require a US
library card to access)
Libraries Ireland ideas for promoting literacy at home:
https://www.librariesireland.ie/services/reading/supporting-childrens-reading
/http://www.askaboutireland.ie/libraries/books-and-reading/childrens-literacy-
skills/ideas-for-library-activit/book-selection-activities/
Online library tours
There are a host of school and public libraries who have extended their range of
services, activities and engagement, specifically focused towards their younger users,
who may be missing out on the chance to visit their library in person, or maintain that
connection to reading and imaginative play otherwise. Check what resources or
activities your local library offers or hosts (online or in person) and introduce your
students to them as a class activity, or ask them to explore at home.
Some external examples to look to for ideas are given below:
31

The UK School Library Association (SLA) run
ticketed events throughout the summer for their
members and other educators, including a run
of events from 3 to 18 May 2021 including 'Digital
Tools for School Staff' 'Moving Up: Primary to
Secondary Library Activities' and 'Developing a
Cross Curricular Approach: Information Literacy
and the School Library' :
https://www.sla.org.uk/events
The International Association of School
Librarians likewise run an annual conference on
best practice and current research worldwide,
taking place online this year from 12 to 16 July
2021: https://iasl-online.org/page-1863733
Did You Know?
SLA and IASL Skills Events
Source: https://www.sla.org.uk/posters-non-member
and https://www.sla.org.uk/product/identifying-fake-news-critical-literacy-and-the-school-library
32

TThe Community Centre
EPISODE DESCRIPTION
On Miss Mason's advice, Maddie is off to the community
centre to meet a 'debate group' for teenagers, who like to
discuss various topics and "decide the fact from fiction."
After some confusion, Maddie finds the group's meeting
room, only to find they have all left, except for one member
- Betty. Betty has heard of Kaione, and shares what she
knows from recent group discussions about their current
environmental and tourism concern - wind turbines on the
island. More importantly, she explains
to Maddie the importance of critically evaluating
information itself, and how issues are rarely entirely good or
bad, and that multiple perspectives must be considered,
depending on the circumstances, to form a conclusion or
opinion.
To demonstrate the need to evaluate information critically - looking for multiple
perspectives rather than a 'black and white' one-sided read of an issue.
To recycle concepts on search engines algorithms and demonstrate the effect this can
have on information searching in terms of looking for more than one perspective on an
issue - particularly, in the context of 'news bubbles' or 'social media echo chambers'
leading to unintentional misinformation.
To raise awareness of misinformation and disinformation - particularly in the context of
deliberate 'trolling' or malicious spreading of misinformation for entertainment or to
skew understanding of an issue.
LEARNING OUTCOMES
CONCEPTS EXPLORED
Fact-checking, credible sources, biases, fake
news, filter bubbles, echo chambers, online
trolls, misinformation,
disinformation, critical thinking
12:16 minutes
https://youtu.be/bNrfSXf60Go
33

Was Betty helpful to Maddie? Why / why not?
Did Betty just share or confirm facts for Maddie, or did she try to explain
something else to her?
Betty told Maddie that: "Sometimes people see only one side, because they have
been told half the truth." What do you think she meant by this?
Betty mentioned that some people in her group have been trying to spread
misleading information about their topic - can you think of any reasons people
might do that in a group? What about an online group?
Have you heard of any issues recently, from the news or your own experience,
where many people both really strongly agree or really strongly disagree with the
same issue / story? Can you tell us about one?
Do you think those stories are a similar or different situation to what Betty
described in this episode? Why?
Lead-in QUESTIONS
Share the episode title and check with the class their predictions for how finding information
from a community group of different individuals will go? Why?
Optional: Use some of the topics the class mention on the basis of the final two 'lead-in'
questions above (if appropriate) and, adding some of your own, hold a 'walking debate' for
individuals to agree/disagree/remain neutral on, and highlight how evidence / facts / new
perspectives often convince others of an argument or position (but not always) [people who
say they agree / disagree with a statement may believe surprisingly similar things when you
ask for their reasons; people sometimes have opinions even when they don't have facts].
Ask the students' opinion on whether any of the elements, that are important to a respectful
and productive debate in the classroom, are also needed online / how those elements could
be maintained in different online spaces.
ACTIVITY PLAN
34
45 mins

35
It could be worthwhile for educators to watch in advance the how-to video on reverse
image searching on Google, by Common Sense Education, or even use it in class to help
explain this quick and easy practicable step in fact-checking online information, that
many students will not know how to perform:
https://www.commonsense.org/education/videos/how-to-use-google-reverse-
image-search-to-fact-check-images
The Washington State University Library covers the differences between
misinformation, disinformation and 'fake news' or 'deep facts' (computer edited
multimedia data) as a good primer for educators.
https://guides.lib.uw.edu/c.php?g=345925&p=7772376
https://hapgood.us/2019/06/19/sift-the-four-moves/
The UK Council for Internet Safety has released a framework aimed at promoting not
only digital skills and competencies in children, but more holistically at helping them
establish themselves as digital citizens. The 2020 edition of the Education for a
Connected World framework includes curriculum tie-in signposts, alongside 8 linked
developmental core competencies, and can be found here:
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attac
hment_data/file/896323/UKCIS_Education_for_a_Connected_World_.pdf
A longer lesson plan has been put out by American broadcasters PBS, on the differences
between mis- and -dis information, and how part of your students digital responsibility is
also to try to avoid getting caught up in spreading bad information themselves. A useful
video is included on the psychological impact of misinformation, and why we are all so
susceptible to it, and is followed by a discussion section (however the full lesson plan
takes approx. 1 hour, perhaps in a follow up lesson):
https://www.pbs.org/newshour/extra/lessons-plans/lesson-plan-what-is-the-
difference-between-misinformation-and-disinformation/
For younger children, the Webwise video 'What is False Information?' may be more
appropriate https://www.webwise.ie/teachers/what-is-fake-news/
IDEAS FOR EDUCATORS
Although the informative videos would only be appropriate for use with teenagers, the
LibGuide also links to Mike Caulfield's widely used SIFT method, which can be adapted for
use even with younger children:

BBC 'Go the distance' - Critical thinking
https://www.bbc.co.uk/learningenglish/english/course/go-the-distance/unit-
7/session-3
This is a short video - originally intended for English language learners. It explains
in concise, simple English, the need for critical thinking in research and also
making an argument. Introduced is the difference between opinions and
statements, and how examining statements and their source is the beginning of
critical thinking. See if your class, working together, can identify all 10 Critical
Thinking Tips given in the video.
MediaSmarts - Reality check game
https://mediasmarts.ca/digital-media-literacy/educational-games/reality-check-game
This game presents students with a series of 'missions', portrayed through various social
media scenarios, where information is being shared. Clicking on different parts of the
images provides more contextual information (including prompts to fact-check, reverse
image search, check someone's public information etc.) before the student decides
whether a shared piece of information is misinformation, misleading but technically true,
an opinion piece, a reliable story etc. No scenario should take more than 15 minutes to
complete, so the game can be used in class followed by a group discussion, or used for
further practice at home or to prompt discussion with caregivers.
36

Morningside Center for Teaching Social Responsibility - The
Believing Game and the Doubting Game
https://www.morningsidecenter.org/teachable-moment/lessons/teaching-critical-
thinking-believing-game-doubting-game
While an example 'controversial text' is suggested for this exercise (Henry David
Thoreau's 'Civil Disobedience'), it is used only to illustrate the activities, and it is
recommend to use a recent history or literature class example, or current event, suitable
to the level and interests of the class. The 'Believing Game' and the 'Doubting Game'
attempt to demonstrate, through practice, the nuanced distinction between a lively
argument, and genuinely listening to and considering critically other viewpoints and
evidence. The teacher's notes offer guidance for discussion after the activities,
particularly mentioning that it is normal for students to be challenged by the format,
especially at first, and discussing how to lead a reflection on that challenging feeling,
and what it can itself teach us.
BrainPop - Quandary
https://www.brainpop.com/games/afterthestorm/?topic_id=d70d8af08f92e12d
A sci-fi themed decision-making game, where the student plays as the Captain of a
small community on a new planet far from Earth, who must resolve disputes in 5
community scenarios that model common social media / online community issues or
misinformation themes. You resolve disputes by gathering context, facts and opinions,
however as the game constantly reminds you, there is no one 'correct' solution to any
of the problems - only more or less informed or biased decisions, and the student is
encouraged to think of each scenario as more grey than black and white - including in
their 'solutions', as no solution will be universally accepted by the entire community.
Finishing the game also links students to BrainPop's other thematically similar games
which use critical judgement.
37

UNESCO's Media and Information Literacy (MIL)
initiative runs an ambassadorial, online
collaborative project, called
MIL CLICKS - Critical-thinking, Creativity,
Literacy, Intercultural, Citizenship, Knowledge
and Sustainability
https://en.unesco.org/MILCLICKS
Their rationale statement explains: "MIL CLICKS
is a way for people to acquire media and
information literacy (MIL) competencies in their
normal day-to-day use of the Internet and
social media and to engage in peer education in
an atmosphere of browsing, playing,
connecting, sharing, and socializing."
Interested students, professionals and all
internet-users can complete their online pact
and commit to being an MIL CLICKer.
Did You Know?
MIL CLICKS
Source: https://en.unesco.org/MILCLICKS
38

The Bold Voice
EPISODE DESCRIPTION
Following Betty's advice to look for information on
Kaione and its recent events from a newspaper,
but taking Miss Mason's suggestion of which
newspaper to check out, Maddie heads to the
offices of 'The Bold Voice'. There, a journalist of
dubious integrity, Mr. Andy, tries to mislead
Maddie into believing that the wind turbines on
Kaione are universally unpopular and dangerous,
causing only problems for everyone on the island
(when in fact he has spoken only with hotel
owners and other stakeholders who stand to
potentially lose out, and are uninterested in any
environmental benefits). Maddie listens to him at
first, but begins to realise that not only is 'The Bold
Voice' not an unbiased source, but that something
is going wrong with her searching.
To demonstrate the need to evaluate information and media critically,
particularly in the context of news stories.
To raise awareness of and discuss the concept of bias in news and
discussions using information or data online.
To raise awareness of and practise the skills of confirming whether the
given sources of a news item back up only a particular perspective.
To raise awareness of misinformation and disinformation - particularly in
the context of news and media bias and responsible reporting.
LEARNING OUTCOMES
CONCEPTS EXPLORED
Fact-checking, credible sources, biases, fake
news, filter bubbles, echo chambers, lateral
reading, misinformation,
disinformation, critical thinking
7:48 minutes
https://youtu.be/c-ALFDvuPpk
39

45 mins
40
Was Mr. Andy's news article on Kaione true? Why / why not?
How do you think Maddie felt when she heard about the poor lemurs dying
because of the wind turbines?
Why do you think Mr. Andy told her that as part of the story, and put it in the news
article?
What do you think would have happened if Maddie didn't remember to check Mr.
Andy's 'scientific' sources and ask him more questions?
Lead-in QUESTIONS
What are the predictions of the class for how finding information from a newspaper
recommended by Miss Mason will go? Why?
Watch the video for Episode 7
If appropriate for the level of the class, get students to read the fake news story
referenced in Episodes 6 and 7 'I Fooled Millions into Thinking that Chocolate Helps
Weight Loss: Here's How': https://io9.gizmodo.com/i-fooled-millions-into-thinking-
chocolate-helps-weight-1707251800 and afterwards get them to discuss in small groups
their general impressions of the article, and specifically what they thought of the
following sections in context:
"It was, in fact, a fairly typical study for the field of diet research. Which is to say: It
was terrible science."
"Not to mention that a Google search yielded no trace of Johannes Bohannon or his
alleged institute."
"'Bitter chocolate tastes bad, therefore it must be good for you,' he said. 'It’s like a
religion.'"
"We didn’t know exactly what would pan out—the headline could have been that
chocolate improves sleep or lowers blood pressure—but we knew our chances of
getting at least one “statistically significant” result were pretty good."
"But there are plenty of journals that care more about money than reputation."
"Almost no one asked how many subjects we tested, and no one reported that
number. Not a single reporter seems to have contacted an outside researcher."
"While the reporters just regurgitated our “findings,” many readers were thoughtful
and sceptical. In the online comments, they posed questions that the reporters
should have asked."
ACTIVITY PLAN

ACTIVITY PLAN (continued)
With younger classes, use the TED Ed video animation video 'Why People Fall for
Misinformation?': https://ed.ted.com/lessons/why-people-fall-for-misinformation-
joseph-isaac Although the focus is not on journalistic integrity, it addresses a simple
version of the idea of how scientific data, in particular, can be distorted and lead to
misleading or entirely false information being shared and believed.
Moderated commenting is enabled on Ted Ed videos - it may be interesting to have
students review and discuss previous comments on the video. You may wish to remind
them of the previous lesson's focus on online discussion, and considering different
perspectives.
Educators interested in the background to international library responses to the
ongoing fight against misinformation can read more on the Dag Hammarskjold
Library website (the library of the UN) or watch the video recording of their most
recent conference on the topic, 'The Contribution of the Libraries to the Fight
Against Misinformation' from August 2020 here:
https://research.un.org/conferences/webinars
The Reality Team project runs a dedicated website aimed at pushing back
against disinformation online and promoting and supporting trustworthy
journalism: https://realityteam.org/about-us/
This New York Times piece describes the 2017 findings of the Stanford History
Education Group on the under-recognition of 'fake news' in children, teens and
college freshmen, and suggests activities that can be done in the classroom using
some of the questions that were posed to students in that research:
https://www.nytimes.com/2017/01/19/learning/lesson-plans/evaluating-sources-
in-a-post-truth-world-ideas-for-teaching-and-learning-about-fake-news.html
IDEAS FOR EDUCATORS
The Stanford Group's original publication assessing 'civic online reasoning' in the
US can be found at:
https://stacks.stanford.edu/file/druid:fv751yt5934/SHEG%20Evaluating%20Inform
ation%20Online.pdf
41

New Literacy Project - Is it 'checkable'?, was Elsa really
arrested + 'infozones'
https://newslit.org/educators/resources/classroom-activity-is-it-checkable/
https://newslit.org/educators/resources/critical-observation-challenge-was-elsa-really-
arrested/
https://newslit.org/educators/resources/infozones-lesson/
This series of video and discussion based lessons, from the US News Literacy Project,
begin with a simple demonstration, aimed at younger children, on the difference
between fact and opinion, and how to determine one from the other. Students can
extend the 'Is it checkable?' activity by coming up with their own examples in small
groups.
This activity can be supplemented with the example of a 'joke' news story, which was
unintentionally picked up and shared online as genuine, as an illustration of how to spot
suspicious online news items.
The longer lesson 'Infozones' was created to be used with any age group from 9
onwards, but the examples of news items given may require adapting to be suitable for
students familiar with the UK news cycle or for younger age groups. 'Infozones' focuses
on the skill of identifying the primary purpose of a new piece of information, and
practising the ability to sort information online into the categories of news, opinion,
advertising, entertainment, propaganda, data or documentation etc. through examples
and demonstrations, as well as group discussion.
BBC Young Reporter - Real vs fake news
https://www.bbc.co.uk/teach/young-reporter/lesson-1-real-news-vs-fake-
news/z899vwx
The BBC Young Reporter series is highly interactive, guiding students through a
combination of reading, instructional videos, hand-outs and discussion-based activities,
that can be completed both on and offline. Topics begin is Lesson 1 with a broad view of
'fake news' and how students can begin building their own skills and techniques to
recognise false or suspicious information online, including images and numbers or data
in news items. Later lessons highlight the importance of using multiple, trustworthy
sources, and the specific ways misinformation can be circulated on social media feeds.
42

43
Common Sense don't get tricked by fake news
https://www.commonsense.org/education/uk/digital-citizenship/lesson/finding-
credible-news
This lesson plan is easily adaptable to an older or younger class, being mainly
discussion-based. Its initial introduction (through either slides or printable student
handouts) uses a hoax from the 'Uncyclopedia', related to the health dangers of corn.
The discussion around what is misleading or credible about this satirical piece leads in
the longer 'Read Closely' exercise of part two, where students will examine and evaluate
a number of real and fake news items, to determine the credibility, possible bias, or any
hint of intentionally misleading or using emotional manipulation to override critical
thinking in the articles used. Printable material is also provided for students to take
home to promote ongoing discussion and awareness with caregivers.
Poynter misinformation and fact-checking games
https://www.poynter.org/fact-checking/2019/want-to-be-a-better-fact-checker-
play-a-game/
After discussing the pedagogical benefits of interactive game play for students, 7
news or information source fact-checking games are linked (some of which
without their own recommended lesson plan structures, although they can be
played at home or autonomously). NewsFeed Defenders from factcheck.org
and Interland: Reality River are more suitable for younger students, and
BadNews and Fact-Check it! for older students - although a version of BadNews
was created specifically for younger children or those who haven't been exposed
to social media yet: https://www.getbadnews.com/droggame_book/junior/#play

The European Commission, in response to
increasing data revealing the individual, societal
and cultural importance of media and news
literacy, particularly as regards the dangers of
misinformation online, aimed to hold its first
international conference, European Media
Literacy Week from 30 March to 5 April 2020.
Due to the COVID19 pandemic, the main
conference event has itself been postponed
until a future date, however news of that launch
will be announced on the EU's Digital Strategy
events page, along with local and national
events run along related focuses and themes,
which can be found here:
https://digital-strategy.ec.europa.eu/en/events
Did You Know?
European Media Literacy Week
Source: https://digital-strategy.ec.europa.eu/en/events/european-media-literacy-week
44

The Confrontation
EPISODE DESCRIPTION
Maddie confronts Miss Mason on returning from
the newspaper offices, about wasting her time
with bad suggestions for where to find
information, leaving her with not enough credible
facts and a lot of misleading or useless
information, with no time to find any better
information to get her class presentation ready in
time. She interrupts Miss Mason, who is about to
give a talk of her own to all the teachers of the
school on the importance of digital literacy, and
who reacts to Maddie's frustration and confusion
by laughing ominously.
To recycle and reinforce previous lesson concepts on information
evaluation and critical thinking skills.
To demonstrate the insidious nature of misinformation online, and remind
students that there are real consequences for them (and not only for their
schoolwork) if they are not actively conscious of it.
To illustrate the interconnectedness of the online and the offline in today's
information environment.
LEARNING OUTCOMES
CONCEPTS EXPLORED
Misinformation, fake news, disinformation,
online advertising, satire websites, biases,
information sources, search strategy
4:55 minutes
https://youtu.be/jpXMCqnrrjA
45

Lead-in QUESTIONS
How do you think Maddie feels during episode 8 episode, especially at the end?
Why do you think she feels that way?
What are the consequences for Maddie of believing and trusting Miss Mason?
Why do you think Miss Mason has tricked Maddie? Using all the clues you have
learned from the previous episodes, who do you think Miss Mason really is?
What do you think her plan is? Why do you think that?
Share the episode 8 title and ask the class to predict who they think this
'confrontation' will be between, and what it is about. Why?
Discuss the lead-in questions (above) in small groups and feedback to class or
ask to full group.
Watch the video for Episode 9 (below).
Check the students' predictions from the lead-in questions, and encourage them
to compare the roles Miss Mason has played in Maddie's story, and the roles she
describes the various other characters playing from the previous episodes, with
the different concepts they have been learning about in the related lessons.
Begin with the lead-in questions from Episode 9, with possible extension for the
final question regarding who the students believe each character represents.
As concepts can overlap between the episodes and certain characters, if time
allows split the class into small groups, each with a sheet of paper, and ask them
to 'mind-map' or 'spider diagram' the concepts and ideas or tips/advice they
have been learning about in relation to one of each of the following characters
per group: Miss Mason, Mr. Sherlamond, Mrs. Kanabera, the Top Class Librarian,
Betty, Mr. Andy (optionally, Maddie herself).
When finished, get the students to walk around each others' work and discuss
similarities / differences between characters, and of each others' ideas.
ACTIVITY PLAN (Episodes 8 & 9)
45 mins
46

The Reveal
EPISODE DESCRIPTION
Miss Mason reveals her true role in Maddie's story:
in reality, Maddie has not been travelling all over
the town going in search of information in physical
locations - she cheated the instructions of her
class assignment, and has been using the internet
all along to search for information on Kaione. Miss
Mason is in fact misinformation personified, and
has been leading Maddie astray with search
results for advertised content, out of date or
inaccurate encyclopaedias, overly technical or
irrelevant results, and non-fact checked or
fabricated news items ('clickbait') and misleading
community opinions or shared content.
To recycle and reinforce previous lesson concepts on information
evaluation and critical thinking skills.
To demonstrate the insidious nature of misinformation online, and remind
students that there are real consequences for them (and not only for their
schoolwork) if they are not actively conscious of it.
To illustrate the interconnectedness of the online and the offline in today's
connected information environment
LEARNING OUTCOMES
CONCEPTS EXPLORED
Misinformation, fake news, disinformation,
online advertising, satire websites, biases,
information sources, search strategy
10:38 minutes
https://youtu.be/VMwXGdZ_W3o
47

49
The Council of Europe provides a solid background including links to current research, on
the necessity of devoted teaching hours on information and media literacy from primary
level onwards, and the efficacy of existing national projects in addition to
recommendations in this area:
https://www.coe.int/en/web/campaign-free-to-speak-safe-to-
learn/compendium/-/asset_publisher/V1l7nfhFNH6d/content/dealing-with-
propaganda-misinformation-and-fake-news-intro?
_101_INSTANCE_V1l7nfhFNH6d_viewMode=view/
The News Literacy Project provides not only classroom resources including lesson plans,
audiovisual material, infographics and posters on a broad range of connected critical
thinking and media literacy topics to engage students further, but also links educators to
the theories at play: https://newslit.org/educators/resources/
Learning for Justice's podcast generally covers relevant issues to digital citizenship and
social justice topics more widely, providing comprehensive background information and
links to research, while also pointing to related teaching resources. Their 'Fake News:
Finding it, Fighting it' is particularly relevant to educators teaching media literacy topics:
https://www.learningforjustice.org/podcasts/the-mind-online/fake-news-finding-it-
fighting-it
IDEAS FOR EDUCATORS
What is Miss Mason's name, and what does it mean?
Why do you think Maddie didn't listen to her teacher's instructions, and used the
internet to search for information after all?
What problems did doing this create for her? Have you ever been in a similar situation
to Maddie because of information from he internet, either at school or at home?
Who do you think each character represents? Why?
Lead-in QUESTIONS
Childnet - Trust me
https://www.childnet.com/resources/trust-me
These guided discussion lesson plans come in both a primary and a secondary age appropriate
set, and are intended to aid educators in stimulating and facilitating discussion with students
around online risk when it comes to misinformation - in the forms of engaging critical thinking
when presented with extreme, misleading information online. The materials are intended to be
used on a school-wide or teacher by teacher level, to reinforce concepts around critical thinking
and evaluating of the sources of information online.
45 mins

48
TED ED - How to choose your news
https://ed.ted.com/lessons/how-to-choose-your-news-damon-brown
This animated video in the TED ED series invites students to think historically
about how information has been shared, and, comparatively, how recent, the
information, media and news environment, they are part of, is. The video is
followed by prompt discussion questions for children to consider, such as how
this faster, more interconnected news cycle affects people and society, how
classes like the ones they are doing on information literacy are so common and
so needed now, even for adults, because of how quickly this change took place
via the internet, how they are not alone in needing to learn these skills.
Civic Online Reasoning - Click Restraint
https://cor.stanford.edu/curriculum/lessons/click-restraint?cuid=a-little-of-everything
A good introductory lesson to the excellent 'Civic Online Reasoning' lesson plans put out
by the Stanford History Education Group. All of their lesson plans come in a younger and
a more advanced version, with Level 1 generally being aimed at students about to enter
secondary school or at the beginning of that year. 'Click Restraint' uses demonstration
and discussion to illustrate the importance of 'scanning' search results, and resisting the
temptation to just go with the first link we see, uncritically. This lesson is part of a series on
information and source evaluation, including a good tutorial on 'lateral reading' when fact
checking or source checking.
BrainPop - Newsfeed Defenders
https://www.brainpop.com/games/newsfeeddefenders/
One element of the broader curriculum expanding range of lesson plans, activities and
infographics of BrainPop is 'Newsfeed Defenders' - a stand-alone game that can be
played at home for next-day discussion or further exploration (one full game does take
approx. 30 minutes to play, particularly for younger ages). In could also be played as a
long activity in class in pairs, for students to discuss their decisions together before feeding
back to the class. Students are presented with a simulated social media feed, similar to a
online community group or message forum, which they are tasked with 'moderating'. The
overall group declines, and they gain or lose credibility 'points' both for re-sharing posts
from their group members, which contain inaccurate or unverified information, but also for
mistaking an opinion piece for fact, or not spotting sponsored or biased content.

A series of free interactive, educational events, run
as MMO events and made available in lesson plan
format afterwards for recreation on a classroom-
scale by 'Digital Skills Education' a Scottish
company run by Craig Steele, a computer scientist
and ICT-educator.
The Cyber Skills Live events allow students to
challenge themselves in teams to solve cyber
security tasks against other student all over the
world. There is a focus on skills-building for
potential career preparedness in digital
technologies and cyber/data security in particular.
All previous event recordings and lesson plans to
utilize them can be found here:
https://cyberskillslesson.com/
Upcoming events can be also be found through
their partner Digital World :
https://www.digitalworld.net/index.php/for-
teachers
Did You Know?
Cyber Skills Live
Source: https://cyberskillslesson.com/
and https://www.digitalworld.net/index.php/for-teachers
Next Live Event: 'Code Your Data Selfie' 28 April 2021
50

The Teacher Meeting
EPISODE DESCRIPTION
Maddie explains what has been going on to the
other teachers, and tells them about what she
has learned about information evaluation, and
its importance, especially in an online
information world - and how having a real
information assistant would indeed be useful to
students, to help them learn how to avoid
misinformation. She talks through the IFLA 'How
to Spot Fake News' infographic, as an example
of the kinds of frameworks for evaluating
information that students need to learn to use.
To introduce students to examples of formal frameworks for evaluating
information online to which they can refer.
To recycle and reuse the concepts students have been discussing and
learning about over the lesson series.
To give students the opportunity to integrate their learning through a
scaffolded independent research project.
To allow students to reflect on their own information seeking needs and
competencies, and to suggest ideas for future learning in this and related
areas.
LEARNING OUTCOMES
CONCEPTS EXPLORED
Information sources, search strategy, misinformation,
fake news, disinformation,
information literacy, media literacy, research skills,
source / information evaluation frameworks
3:04 minutes
https://youtu.be/Ht7MjvRYyzc
51

52
Lead-in QUESTIONS
How do you think Maddie feels now?
How do you think her teachers feel, with what they now know about Miss
Mason?
What can Maddie and her teachers do differently in the future?
Do you think you will do anything differently, now that you have seen Maddie's
story?
Ask students to summarise the plot twist of the previous episode, and ask them
to predict how they believe Maddie's story will end now that Miss Mason has
been unmasked.
Brainstorm on the board, and elicit from the class as a group, what steps they
think they should take, now that they have seen the full series, if they were in
Maddie's place, and needed to research a topic for school. Record on the
board for memory and reference purposes - students should ideally come up
with a version of the steps: Select a topic, Brainstorm / Mind map key ideas
and search terms, Overview then Focus, Find Sources and Evaluate best ones
(Fact check, Author and Currency check, Compare multiple sources etc.), Add
news search terms and/or Re-focus your topic as you begin to find
information, Write using the best information you have found, Check your work
[Optional: Ask them if their process would be different, and how, if they were
also to use only offline sources].
Let the class know that they will carrying out their own independent research
projects (you can set this as groupwork or solo, depending on your class
needs), which can be based on recent subject work or it can be an entirely a
student choice, and allow students time to brainstorm potential topics they are
interested in researching.
ACTIVITY PLAN

There are a multitude of available frameworks for evaluating sources which
have been developed for the use of information, digital and media literacy
educators of students of all ages. Teachers may wish to begin this section by
highlighting for students the infographic used in this Episode, from the
International Federation of Library Associations (IFLA), 'How to Spot Fake
News' https://www.ifla.org/publications/node/11174 This infographic is fully CC
and available from the IFLA website to download and distribute - you may wish
to project or hand out copies of this poster, as a memory aid and scaffold for
students, specifically during the brainstorming section of the activity plan for
this lesson.
The UK Commission on Fake News and the Teaching of Critical Literacy Skills
in Schools (working under the National Literacy Trust) released a
comprehensive report in 2018 compiling recent research into different age
groups' media literacy, in addition to the roles of schools, parents and the
media in the development (or hindrance) of digital and media literacy
competencies, and the impact on society. The report can be read at:
https://cdn.literacytrust.org.uk/media/documents/Fake_news_and_critical_lit
eracy_-_final_report.pdf
The National Literacy Trust have released a series of resources for both
primary and secondary school teachers and school librarians, including posters
and infographics, ideas and tips to incorporate into lessons, and discussion
questions aimed at different age groups, to begin class conversations on topics
of information, media and digital literacy:
https://literacytrust.org.uk/resources/fake-news-and-critical-literacy-
resources/
Other existing critical news engagement and information literacy frameworks
are listed below, as background to the work being done in this area, and giving
suggestions or examples of their use in a primary or early secondary school
class setting - for educators to explore as viable alternatives to the IFLA
checklist above:
The CRAAP test: https://libguides.cmich.edu/web_research/craap
Kids Boost Immunity: https://kidsboostimmunity.com/evaluating-online-
information-sources-craap-checklist
IDEAS FOR EDUCATORS
53

IDEAS FOR EDUCATORS (continued)
The SMELL test: https://www.slj.com/?detailStory=the-smell-
test-educators-can-counter-fake-news-with-information-
literacy-heres-how
The RADAR evaluation framework
The IMVAIN framework
https://digitalresource.center/resource/evaluating-sources-
using-imvain-middle-schoolers-new-york%E2%80%99s-is303
https://libguides.lmu.edu/c.php?g=323870&p=2169410
TES - searching the internet
https://www.tes.com/teaching-resource/searching-the-
internet-6334061
A unit of lesson resources from TES, intended to be
delivered over 3 - 5 periods, which, taken together, offer
a simplified framework for, particularly younger
children, on how to begin undertaking research for a
solo information-evaluation rich project. The third lesson
in particular includes a useful, child-friendly version of a
digital literacy search project (or self-assessment
framework), which can be assigned to students to
complete individually about their own research topic
and search strategy, enabling them to 'tick off' which
skills or competencies they feel more or less confident
about at the start of their research, and afterwards.
54

Commonsense education - you can't believe
everything you see
https://www.commonsense.org/education/lesson-plans/you-cant-believe-
everything-you-see
This community lesson plan from a school librarian on CommonSense Ed.
utilises the CRAAP test introduced in the teachers' notes above, an
information and source evaluation metric, which children see demonstrated
in this lesson through a short video, and then practice applying themselves
to a non-credible source. This activity could be revisited later using one
source that students have identified for use in their independent research
assignment, where they are asked to apply the CRAAP test and present to
the class one good and one poor source they evaluated this way.
Project Look Sharp - What sources should I use?
https://www.projectlooksharp.org/front_end_resource.php?
resource_id=558
The 'Look Sharp' project carries a multitude of free lesson plans for both
standalone and linked lessons, on various aspects of media literacy, and
searchable by different ages but also different reading ability etc. This
lesson plan focuses on practicing evaluation skills for determining which
sources (both online and offline examples are used) are the most useful and
credible for researching a project on the Incan religion. The plan could
naturally lead in the first stages of planning that research topic as a real
class assignment, or adapting the method for use with any topic.
55

The Conclusion
EPISODE DESCRIPTION
The series ends humorously, with Maddie finally getting to visit Kaione, and
revealing that she and Miss Mason are both just actors in this story, trying to
help other students (just like Maddie) to understand and use critical information
evaluation and search skills online and in their libraries. She also goes on to
tease the existence of Series 3.
2:57 minutes
https://youtu.be/D5NZrJa_QEo
56
After introducing the goal of a project of students' own ideas for an
independent research assignment, say that there is one final 'hidden' video in
Maddie's story.
Discuss the questions below in small groups and feedback to class, or ask to
full group:
ACTIVITY PLAN
1) What did you think of Maddie's story?
2) What do you think you would have done the same as her, or done
differently, if you were in her place?
3) Do you feel more confident or less about doing a research assignment
for class, after watching the Series? Why / why not?
4) How have you felt, watching and discussing this Series in class?
5) Using Education for a Connected World - GOV.UK (www.gov.uk) (p.4),
explore with the students the different strands of the framework and ask
them: What do you think Series 3 will be about?

https://wakelet.com/wake/8469KpabxQm0EdPP_fRow: The
PLUS+E information literacy and research skills framework
developed by Largs Campus Library is aimed at taking primary
and secondary students through the process of planning,
researching, critically evaluating and presenting an independent
topic.
https://brainpop.com/health/backtoschool/research: An animated
step-by-step encouraging guide to all the steps of a research
project, including pre-searching, focus and defining your topic, and
identifying and evaluating good sources of information, both online
and through your library services. This child-friendly video also links
to a mind-mapping feature, and related topics on citing sources,
using online sources safety and search strategies online, as well as
more advanced topics, such as plagiarism.
https://www.teachstarter.com/gb/teaching-resource-pack/genius-
hour-teaching-resource-pack-gb/: A six-step enquiry based
learning process is laid out here to be delivered in weekly sessions
of 'Genius Hour', where students identify a topic or problem that
truly interests them, and shape a open-ended research based
response to it (not necessarily in written format). This
comprehensive resource also includes self-assessment rubrics for
children to use to reflect on the research process when it is
complete.
RESEARCH RESOURCES
Several online resources that make good use of the frameworks and
concepts of this Series ARE available, and may be of use for ideas or
ready-made handouts to aid in planning students' projects. These are
aimed at students of various ages and help to scaffold an independent
research project:
57

Coursera collates a range of free courses (with optional finishing
accreditation which can be bought on completion) on information,
digital and news literacy which can be filterable by level,
institution, keywords and language:
https://www.coursera.org/search?query=information%20literacy
The Global Campus of Human Rights runs relevant courses (such
as is March 2021 'Children's Rights and Technology in the Digital
Age' https://gchumanrights.org/education/e-
learning/moocs/childrens-rights-and-technology-in-the-digital-
age/about.html), however while free these have limited
enrolment, so educators wishing to take part can keep an eye of
new courses added here:
TeacherCPD.ie hosts a few relevant CPD short courses on digital
skills and safer internet use, including this half-day course aimed
at educators / principals involved in developing their school's
digital learning plan:
https://www.pdsttechnologyineducation.ie/en/Training/Courses/
Developing-a-Digital-Learning-Plan-for-your-School-Short-
Version-.html
OpenLearn free CPD catalogue which includes a number of linked
topics for educators, such as 'Childhood in the digital age', 'Key
Skill Assessment: Information Literacy', and 'Children's
experiences with digital technologies'
https://www.open.edu/openlearn/free-courses/full-catalogue
TES back catalogue as well as their updating list of current CPD
courses for educators is always worth checking for relevant
training resources, such as this handbook on linking digital
literacy to the common curriculum, last updated 2018:
https://www.tes.com/teaching-resource/digital-literacy-across-
the-curriculum-6041378
The CILIP Information Literacy Group have compiled a list of
CPD and further training opportunities for information
professionals and those involved in information literacy
education: https://infolit.org.uk/teaching/developing-your-
teaching/training/
There are hosts of free online courses available to educators who
wish to continue and expand their own learning and competencies
around information, media and news literacy topics - in addition to
some which are pay-per-course or training session (which may be per
individual or school-wide) :
https://gchumanrights.org/education/e-learning/moocs.html
MOOCs (Massive Online Open
Courses) and CPD
58

NatterHub, an edtech company, launched in early 2020, provides a
subscription service for primary schools of over 250 interactive,
online lessons which are a mixture of teacher-led and independent.
They cover online safety, digital citizenship and responsibility and
digital literacy topics as well as lessons are curriculum-aligned to
English, Scottish, Australian, New Zealander and other systems. Free
resources include online safety posters and infographics. A 5-day
free trial for teachers to browse some of the lesson content is
available before subscription: https://natterhub.com/
The UK initiative National Online Safety provides a number of CPD
webinars on digital safety and specific popular app/game/device
guides for educators and caregivers across their website portal and
newly launched app. They also provide a comprehensive online
safety programme and run a Certified School Programme, designed
by educators, for educators, students and caregivers.
Demonstrations can be booked in-person traditionally, but have
moved online for the time being. Lesson plans and other resources
for age groups from 5 to 14+ are also available (school membership
subscription): https://nationalonlinesafety.com/
The social enterprise Cyber Safe Scotland provide training to
schools, parent groups and local authorities on online safety and
online exploitation topics affecting minors, as well as free and
linked supports directly for children and young people. Paid services
include training and CPD sessions for individual teachers and
schools, bookable sessions to be delivered by a CyberSafe member
to class groups, or consultancy sessions on a school's existing digital
safety plan, or to help a school develop one, in addition to
adaptable lesson plans for continuous class work:
https://www.cybersafescotland.org/
There are a number of paid programmes and/or CPD and consultancy
companies working in the UK and internationally to provide guidance
and training to schools interested in improving their information, media
and digital literacy education plans. While the following groups provide
certain free resources, they are private, paid-for services.
The 'Maddie is Online' Series 1 companion booklet provides further links
to a host of additional free resources and lesson plans on online safety
topics for educators and caregivers, and is available here:
https://www.slideshare.net/martzoukou/series-1-resource-booklet-
maddie-is-online Our project is unaffiliated with any of the following
groups, but they are mentioned for schools that may be unaware that
such options exist, and are perhaps interested in exploring similar
services:
Consultancy, Training,
Lesson Plan Paid-Services
59

mil_curriculum_second_edition_summary_en.pdf (unesco.org)
60

This work has been supported by the School Library
Improvement Fund, which helps creative and innovative
projects within the school library sector, and is administered
by the Scottish Library and Information Council on behalf of
the Scottish Government.

This work is licensed under a Creative Commons Attribution-NonCommercial-
ShareAlike 4.0 International License.
We hope that you found this openly available and shareable
document helpful. This work is intended to be further enriched by
the community so please feel free to share and add to it via this
Canva!
Project Blog: https://maddiesonline.blogspot.com/
If you are interested to pilot the series in your school or library,
please get in touch with Dr Konstantina Martzoukou
k.martzoukou@rgu.ac.uk
If you have used the project in your class or home please give us
feedback: Maddie is Online - Evaluation (onlinesurveys.ac.uk)

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'Maddie is online' series 2 final booklet