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Teach the Conspiracies
The document discusses the impact of conspiracy theories on media literacy among adolescents, highlighting the prevalence of belief in such theories and their resilience in society. It emphasizes the importance of critical thinking in dismantling these beliefs, suggesting that exposure to analytical thinking can reduce adherence to conspiracy theories. Additionally, it raises considerations for educators on how to appropriately address conspiracy theories in the classroom to foster critical media literacy.
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Teach the Conspiracies
- 1. Can learning about conspiracytheories advance the media literacy competencies of adolescents?
- 3. LOVE HATE CONSPIRACY THEORIES Welove them and we hate them Chemtrails Flouride Mary Magdalene Illuminati CIA Experiments Reptilian Elite Elvis Ebola Vaccines Global Warming
- 4.
- 5. 7% of Americansbelieve the moon landings were faked
- 6. 15% believe thatthe media or government adds mind control technology to TV broadcast signals
- 8. 42% of Republicansand 14% of Democrats believe that President Obama was not born in the United States --Economist survey, December 2016
- 9. Conspiracy theory: atype of belief in which the ultimate cause of an event is believed to be due to a plot by multiple actors working together with a clear goal in mind, often unlawfully and in secret
- 10. TERMS FOR UNDERSTANDINGCONSPIRACY THEORIES disillusionment anxiety hoax paranoia ambiguity open-mindedness closure cynicism
- 12. Government commission concludes: Peace isnot in the interest of a stable society. Even if lasting peace "could be achieved, it would almost certainly not be in the best interests of society to achieve it.”
- 13. Becomes a bestselling book, translated into 15 languages 1972: Leonard Lewin admits he is the author & explains its purpose as dark political satire
- 14. 1990: Liberty Lobby publishes thereport as a public domain document Right-wing websites re- distribute it online
- 15. Conspiracy Theories areResilient
- 17. THINKING FAST ANDSLOW Kahneman, D. (2011). Thinking Fast and Slow. NY: Farrar Straus & Giroux SYSTEM 1 SYSTEM 2 intuitive emotional immediate creative logical linear analytical detail-oriented
- 18. Familiarity Equals Believability THE POWEROF A SINGLE EXPOSURE Participants who were exposed to a conspiracy video were significantly less likely to : • think that there is widespread scientific agreement on human-caused climate change • sign a petition to help reduce global warming • donate or volunteer for a charity in the next six months. --Daniel Jolley and Karen Douglas, 2013
- 19. Critical Thinking Diminishesthe Power of Conspiracy Theories Swami, V. et al. (2013). Analytical thinking reduces belief in conspiracy theories. Cognition 133(3), 572 – 585.
- 20. Media literacy educatorscan explore conspiracy theories to strengthen critical thinking skills
- 21. Screening conspiracy theoryvideos in the classroom risks validating them There may not be enough time in class to examine evidence in depth There’s too much junk information online on these topics It’s too easy to trivialize conspiracy theories, reinforcing “us” and “them” thinking
- 24. Video Annotation isa Powerful Tool for Critically Analyzing Conspiracy Theories www.ant.umn.edu
- 25. Media Literacy: APedagogy of Inquiry “The thing is, Google search isn’t neutral. Like any other set of complex algorithms, search is shot through with the values of its creators.” Wohlsen, 2016
- 26. Should you discuss conspiracytheories in the classroom? Why or why not? TIME TO REFLECT
- 27. re Conspiracy theories arealarm systems that help people deal with threat. They resonate most among groups suffering from loss, weakness, or disunity. --Uscinski & Parent, 2014 Responding Critically & Sympathetically
- 28. Conspiracy theories areresilient: they cannot be easily disproved They resonate in an age of anxiety by offering simple explanations for complex and ambiguous realities Although even brief exposures to conspiracy theories increases their believability, analytical thinking can lower belief in conspiracy theories Video annotation tools “slow down” people’s response to video and promotes analytic & reflective thinking Teachers must wrestle with important paradoxes when deciding whether, when & how to teach about conspiracy theories
- 29. Renee Hobbs Professor ofCommunication Studies Director, Media Education Lab University of Rhode Island USA Twitter: @reneehobbs SEPT/OCT 2017 Knowledge Quest A publication of the American Association for School Librarians (AASL) www.mediaeducationlab.com