Renee Hobbs invites media literacy educators to explore the topic of conspiracy theories with adolescents in an address to the Media Meets Literacy in Sarajevo conference, September 22. Also read: http://bit.ly/2fnyEFH
How to Think in the Information Age: Finding Facts in a Post-Truth WorldSt. Petersburg College
With an ever-increasing daily torrent of information raining on people from almost every perceivable angle, it is impossible to process it all and, more importantly, to “separate the wheat from the chaff.” It is vital for everyone to be able to verify the accuracy and authority of information found on the Web while being able to detect bad data and lies to achieve the final goal of making intelligent decisions. As 21st Century library and information professionals, it is essential that we know how to think in the Information Age and to be able to pass this skill on to our users. In this webinar:
~ discover what misinformation is and explore ways to combat it.
~ learn to recognize misleading news, statistics, graphs, infographics, and more.
~ understand basic fallacies and how to detect bias.
~ appreciate how fast information spreads on social media and gather tools to help you become a stronger digital citizen.
~ utilize the scientific method to become a critical thinker in the Information Age.
The Failure of Skepticism: Rethinking Information Literacy and Political Pol...Chris Sweet
Fake news has been shown to spread far faster than facts on social media platforms. Rampant fake news has led to deep political polarization and the undermining of basic democratic institutions. Skepticism is an important component of information literacy and has often been pointed to as the antidote to the fake news epidemic. Why are skepticism and information literacy failing so terrifically in this post-truth era?
The presenters will summarize research drawn from the fields of psychology and mass communication that shows just how hardwired people are to believe information from their own “tribes” and resist outside contrary information.
How we think about and teach skepticism and information literacy is in need of an overhaul for the twenty-first century. This webinar will introduce some ideas for that overhaul and will also provide practical classroom activities that do a better job of addressing the cognitive aspects of information literacy and skepticism.
1. The document discusses how the latest information revolution has transformed political campaigns and the quest for reliable information, similar to how the printing press revolutionized information sharing.
2. It outlines four key challenges facing today's news consumers in finding reliable information: the speed vs accuracy of information, information overload, a blurring of lines between professional and citizen journalism, and overcoming our own biases.
3. The document provides historical context by comparing the digital revolution to the first information revolution and emphasizes that critical thinking skills are needed to discern reliable information in today's media landscape.
Disrupting Hate Discourses Through the Adoption of the ‘Get Ready to Act Agai...Nadia Naffi, Ph.D.
This document presents the "Get Ready to Act Against Social Media Propaganda" model for disrupting hate discourses online. The model is a 5-step process for youth to: 1) Analyze their own behavior and stances in the context of propaganda; 2) Question their positions; 3) Design counter-propaganda strategies; 4) Prepare themselves to act; and 5) Evaluate their readiness to engage in civic online reasoning and participatory politics against propaganda. The goal is to help youth become agents of change by developing media literacy, awareness of propaganda techniques, and a greater ability to leverage social media for issues that matter to them.
Narrative Warfare, Marketing and A plan to go forwarddllavoy
Narrative warfare is marketing gone rogue, using similar techniques to spread toxic narratives. Both marketing and narrative warfare identify vulnerable groups, align messages to their values and anxieties, and amplify content through automated bots and paid influencers on social networks. The goal is to make enough noise to spread the narrative widely. Defending against toxic narratives requires pressuring platforms to block such campaigns, inoculating people with alternative narratives, and engaging in counter-campaigns using similar tactics.
Renee Hobbs invites media literacy educators to explore the topic of conspiracy theories with adolescents in an address to the Media Meets Literacy in Sarajevo conference, September 22. Also read: http://bit.ly/2fnyEFH
How to Think in the Information Age: Finding Facts in a Post-Truth WorldSt. Petersburg College
With an ever-increasing daily torrent of information raining on people from almost every perceivable angle, it is impossible to process it all and, more importantly, to “separate the wheat from the chaff.” It is vital for everyone to be able to verify the accuracy and authority of information found on the Web while being able to detect bad data and lies to achieve the final goal of making intelligent decisions. As 21st Century library and information professionals, it is essential that we know how to think in the Information Age and to be able to pass this skill on to our users. In this webinar:
~ discover what misinformation is and explore ways to combat it.
~ learn to recognize misleading news, statistics, graphs, infographics, and more.
~ understand basic fallacies and how to detect bias.
~ appreciate how fast information spreads on social media and gather tools to help you become a stronger digital citizen.
~ utilize the scientific method to become a critical thinker in the Information Age.
The Failure of Skepticism: Rethinking Information Literacy and Political Pol...Chris Sweet
Fake news has been shown to spread far faster than facts on social media platforms. Rampant fake news has led to deep political polarization and the undermining of basic democratic institutions. Skepticism is an important component of information literacy and has often been pointed to as the antidote to the fake news epidemic. Why are skepticism and information literacy failing so terrifically in this post-truth era?
The presenters will summarize research drawn from the fields of psychology and mass communication that shows just how hardwired people are to believe information from their own “tribes” and resist outside contrary information.
How we think about and teach skepticism and information literacy is in need of an overhaul for the twenty-first century. This webinar will introduce some ideas for that overhaul and will also provide practical classroom activities that do a better job of addressing the cognitive aspects of information literacy and skepticism.
1. The document discusses how the latest information revolution has transformed political campaigns and the quest for reliable information, similar to how the printing press revolutionized information sharing.
2. It outlines four key challenges facing today's news consumers in finding reliable information: the speed vs accuracy of information, information overload, a blurring of lines between professional and citizen journalism, and overcoming our own biases.
3. The document provides historical context by comparing the digital revolution to the first information revolution and emphasizes that critical thinking skills are needed to discern reliable information in today's media landscape.
Disrupting Hate Discourses Through the Adoption of the ‘Get Ready to Act Agai...Nadia Naffi, Ph.D.
This document presents the "Get Ready to Act Against Social Media Propaganda" model for disrupting hate discourses online. The model is a 5-step process for youth to: 1) Analyze their own behavior and stances in the context of propaganda; 2) Question their positions; 3) Design counter-propaganda strategies; 4) Prepare themselves to act; and 5) Evaluate their readiness to engage in civic online reasoning and participatory politics against propaganda. The goal is to help youth become agents of change by developing media literacy, awareness of propaganda techniques, and a greater ability to leverage social media for issues that matter to them.
Narrative Warfare, Marketing and A plan to go forwarddllavoy
Narrative warfare is marketing gone rogue, using similar techniques to spread toxic narratives. Both marketing and narrative warfare identify vulnerable groups, align messages to their values and anxieties, and amplify content through automated bots and paid influencers on social networks. The goal is to make enough noise to spread the narrative widely. Defending against toxic narratives requires pressuring platforms to block such campaigns, inoculating people with alternative narratives, and engaging in counter-campaigns using similar tactics.
The Case for News Literacy (The News Literacy Project)PeterNLP
This short presentation gives a concise overview of the field of news literacy and makes the case for its inclusion as a vital skill for students in the 21st century.
This document discusses what defines news and who decides what is considered news. It explores three main factors that determine what is news: 1) Universal news drivers like importance, prominence, human interest, conflict, etc. 2) Editorial judgement by news organizations in deciding what stories to cover. 3) Audience judgement as the role of the consumer in news selection has grown in importance with new media. The document examines how each of these factors shape the news and how the balance of power between editors and audiences has shifted over time.
Communication Theories - Knowledge Gap & Modernization Theory Alyssa G. Lobo
This presentation discusses two communication theories - Knowledge Gap (Tichenor, Donohue & Olien, 1970) and Modernization Theory (Marks, 2014). We apply these theories through an examination of contemporary uses of social media across the globe. In India, the rise of the internet has led to the rise of "semi-arranged marriages" (Jejeebhoy et al., 2013) and a growing dating culture. In Africa, we examine how young people use social media to fulfill information needs (GeoPoll Rapid Survey, February 2017). With respect to the Knowledge Gap , we look at if education and social standing really do affect political awareness and activism, and if social media can actually help bridge socio-economic gap.
UMass Journalism News Literacy Week 13: Deconstructing Social MediaSteve Fox
The document discusses techniques for evaluating the reliability of digital news sources. It introduces the IMVAIN system for assessing sources, where I=Independent, M=Multiple, V=Verified with Evidence, A=Authoritative/Informed, I=Named, and N=Not Self-Interested. It emphasizes that independent, evidence-based sources from named experts are most reliable. The document also stresses the need to corroborate information from multiple reliable sources and consider the context and potential biases.
I was recently asked to put together a presentation on the fake news phenomenon for discussions with leading journalists and media institutions in a developing country, with extremely poor media literacy but strong growth around social media use, on how to both identify misleading content and also stem its flow, reach and influence.
Download the full presentation as a PowerPoint (with embedded videos) or as an Apple Keynote file, here - https://drive.google.com/open?id=0Bxbk4wYolphwcVk4bV85aEFtYXc
1) The document discusses a study that examined the relationship between motivation, socioeconomic status (SES), education, and knowledge gaps regarding dietary fat and fiber information.
2) The study found that motivation did not overpower education as a determinant of knowledge as hypothesized. Those who were more educated knew more regardless of motivation levels, and knowledge increased over time for all groups except the less educated in the general population.
3) However, the knowledge gap between the self-selected motivated group and the general population increased over time, showing that motivation combined with education can impact knowledge gaps.
This document is an introduction to a book on recognizing propaganda in the media. It discusses how propaganda has evolved with new digital technologies and social media, which allow widespread anonymous dissemination of information to target audiences. The introduction outlines three key aspects that help propaganda succeed: psychological profiling of groups, developing divisive content, and using bots to initially spread this content. It argues that people are not prepared for the new information environment and that journalism has become a conduit for propaganda by blurring the lines between facts and interpretation. The introduction presents the rest of the book as providing concrete standards for identifying propaganda in media based on violations of professional journalism standards.
Communication Barriers, Strategies, and Social Media Gab Billones
This document discusses effective communication strategies, barriers to communication, and how to leverage social media for communications. It begins by defining communication and barriers such as physical, emotional, cultural and organizational barriers. It then discusses communication strategies like avoidance, paraphrasing, and code switching. The bulk of the document focuses on using social media for communications, noting that over 67% of Filipinos use social media spending an average of 4 hours daily. It provides tips for using social media to improve communications, including setting goals, identifying target audiences, employing tactics, and monitoring/measuring efforts. The document emphasizes using social media as a two-way conversation and outlines questions to consider when leveraging social media for organizational communications or to advance advocacy efforts
The document discusses several myths associated with knowledge and the digital world. It argues that digital media is like fast food in that it promotes a non-critical approach to consuming information. It also draws parallels between the digital world and Disney World, saying the digital world presents an imaginary version of reality to make us think the real world is real. Additionally, it suggests social media acts as a gateway drug that increases the likelihood of using other digital platforms and that the overuse of digital media in developing countries is mostly for recreational purposes like social networking rather than academic work.
This document discusses manipulation through mass media. It defines manipulation and describes techniques used, including propaganda, misinformation, and appealing to non-rational behaviors. It discusses how mass media can influence and manipulate public opinion for various motivations. Public opinion is influenced by elite groups and can be persuaded emotionally. Mass media is an important source of information that shapes public opinion but can also be used to manipulate it for hidden agendas.
Handling fake news and eyewitness mediaAlastair Reid
How to debunk hoaxes effectively, deal with graphic images and understand copyright on social media – as presented at the 2016 Online News Association annual conference
This document summarizes and critiques the article "How Facebook, Fake News and Friends are Warping Your Memory" by Laura Spinney. It discusses how the article examines the concept of memory convergence, where social media allows fabricated news to spread and influence collective memories. The document evaluates whether the original article meets scientific standards through its hypotheses, evidence, and explanations. It agrees the article helps explain how social media affects memory, but disagrees with the claim that collective memories alone form history. It suggests the original could have also discussed the concept of deindividuation to further explain how anonymity on social media allows the spread of misinformation.
Fake news is untrue information presented as news. It often has the aim of damaging the reputation of a person or entity or making money through advertising revenue. Once common in print, the prevalence of fake news has increased with the rise of social media, especially the Facebook News Feed
6.4 - Relationship between Producers and Audience.pptxJamesDixon10403
This document discusses the relationship between media producers and audiences. It begins by discussing how we should think about what people do with media rather than what media do to people. It then discusses two main concerns regarding how audiences engage with media texts: whether texts have a single meaning or multiple meanings, and what factors need to be considered in understanding a text's meanings. The document goes on to explain four communication theories - the hypodermic needle theory, reinforcement theory, uses and gratification theory, and two-step flow theory. It provides a brief overview of each theory, including their perspectives on audiences and influence.
This document outlines a course on persuasion, propaganda, and attitude change. It discusses several key theories:
1) Hovland's message-learning approach which examines factors like the source, message, audience, and their influence on persuasion.
2) The cognitive response approach which focuses on the thoughts people have in response to a message, and how favorable thoughts lead to attitude change.
3) The elaboration likelihood model which proposes two routes to persuasion - a central route using careful thought, and a peripheral route using simple cues, with the latter more common in propaganda.
The document provides examples and analysis applying these theories to understand political ads, propaganda techniques, and how to most effectively influence
The Case for News Literacy (The News Literacy Project)PeterNLP
This short presentation gives a concise overview of the field of news literacy and makes the case for its inclusion as a vital skill for students in the 21st century.
This document discusses what defines news and who decides what is considered news. It explores three main factors that determine what is news: 1) Universal news drivers like importance, prominence, human interest, conflict, etc. 2) Editorial judgement by news organizations in deciding what stories to cover. 3) Audience judgement as the role of the consumer in news selection has grown in importance with new media. The document examines how each of these factors shape the news and how the balance of power between editors and audiences has shifted over time.
Communication Theories - Knowledge Gap & Modernization Theory Alyssa G. Lobo
This presentation discusses two communication theories - Knowledge Gap (Tichenor, Donohue & Olien, 1970) and Modernization Theory (Marks, 2014). We apply these theories through an examination of contemporary uses of social media across the globe. In India, the rise of the internet has led to the rise of "semi-arranged marriages" (Jejeebhoy et al., 2013) and a growing dating culture. In Africa, we examine how young people use social media to fulfill information needs (GeoPoll Rapid Survey, February 2017). With respect to the Knowledge Gap , we look at if education and social standing really do affect political awareness and activism, and if social media can actually help bridge socio-economic gap.
UMass Journalism News Literacy Week 13: Deconstructing Social MediaSteve Fox
The document discusses techniques for evaluating the reliability of digital news sources. It introduces the IMVAIN system for assessing sources, where I=Independent, M=Multiple, V=Verified with Evidence, A=Authoritative/Informed, I=Named, and N=Not Self-Interested. It emphasizes that independent, evidence-based sources from named experts are most reliable. The document also stresses the need to corroborate information from multiple reliable sources and consider the context and potential biases.
I was recently asked to put together a presentation on the fake news phenomenon for discussions with leading journalists and media institutions in a developing country, with extremely poor media literacy but strong growth around social media use, on how to both identify misleading content and also stem its flow, reach and influence.
Download the full presentation as a PowerPoint (with embedded videos) or as an Apple Keynote file, here - https://drive.google.com/open?id=0Bxbk4wYolphwcVk4bV85aEFtYXc
1) The document discusses a study that examined the relationship between motivation, socioeconomic status (SES), education, and knowledge gaps regarding dietary fat and fiber information.
2) The study found that motivation did not overpower education as a determinant of knowledge as hypothesized. Those who were more educated knew more regardless of motivation levels, and knowledge increased over time for all groups except the less educated in the general population.
3) However, the knowledge gap between the self-selected motivated group and the general population increased over time, showing that motivation combined with education can impact knowledge gaps.
This document is an introduction to a book on recognizing propaganda in the media. It discusses how propaganda has evolved with new digital technologies and social media, which allow widespread anonymous dissemination of information to target audiences. The introduction outlines three key aspects that help propaganda succeed: psychological profiling of groups, developing divisive content, and using bots to initially spread this content. It argues that people are not prepared for the new information environment and that journalism has become a conduit for propaganda by blurring the lines between facts and interpretation. The introduction presents the rest of the book as providing concrete standards for identifying propaganda in media based on violations of professional journalism standards.
Communication Barriers, Strategies, and Social Media Gab Billones
This document discusses effective communication strategies, barriers to communication, and how to leverage social media for communications. It begins by defining communication and barriers such as physical, emotional, cultural and organizational barriers. It then discusses communication strategies like avoidance, paraphrasing, and code switching. The bulk of the document focuses on using social media for communications, noting that over 67% of Filipinos use social media spending an average of 4 hours daily. It provides tips for using social media to improve communications, including setting goals, identifying target audiences, employing tactics, and monitoring/measuring efforts. The document emphasizes using social media as a two-way conversation and outlines questions to consider when leveraging social media for organizational communications or to advance advocacy efforts
The document discusses several myths associated with knowledge and the digital world. It argues that digital media is like fast food in that it promotes a non-critical approach to consuming information. It also draws parallels between the digital world and Disney World, saying the digital world presents an imaginary version of reality to make us think the real world is real. Additionally, it suggests social media acts as a gateway drug that increases the likelihood of using other digital platforms and that the overuse of digital media in developing countries is mostly for recreational purposes like social networking rather than academic work.
This document discusses manipulation through mass media. It defines manipulation and describes techniques used, including propaganda, misinformation, and appealing to non-rational behaviors. It discusses how mass media can influence and manipulate public opinion for various motivations. Public opinion is influenced by elite groups and can be persuaded emotionally. Mass media is an important source of information that shapes public opinion but can also be used to manipulate it for hidden agendas.
Handling fake news and eyewitness mediaAlastair Reid
How to debunk hoaxes effectively, deal with graphic images and understand copyright on social media – as presented at the 2016 Online News Association annual conference
This document summarizes and critiques the article "How Facebook, Fake News and Friends are Warping Your Memory" by Laura Spinney. It discusses how the article examines the concept of memory convergence, where social media allows fabricated news to spread and influence collective memories. The document evaluates whether the original article meets scientific standards through its hypotheses, evidence, and explanations. It agrees the article helps explain how social media affects memory, but disagrees with the claim that collective memories alone form history. It suggests the original could have also discussed the concept of deindividuation to further explain how anonymity on social media allows the spread of misinformation.
Fake news is untrue information presented as news. It often has the aim of damaging the reputation of a person or entity or making money through advertising revenue. Once common in print, the prevalence of fake news has increased with the rise of social media, especially the Facebook News Feed
6.4 - Relationship between Producers and Audience.pptxJamesDixon10403
This document discusses the relationship between media producers and audiences. It begins by discussing how we should think about what people do with media rather than what media do to people. It then discusses two main concerns regarding how audiences engage with media texts: whether texts have a single meaning or multiple meanings, and what factors need to be considered in understanding a text's meanings. The document goes on to explain four communication theories - the hypodermic needle theory, reinforcement theory, uses and gratification theory, and two-step flow theory. It provides a brief overview of each theory, including their perspectives on audiences and influence.
This document outlines a course on persuasion, propaganda, and attitude change. It discusses several key theories:
1) Hovland's message-learning approach which examines factors like the source, message, audience, and their influence on persuasion.
2) The cognitive response approach which focuses on the thoughts people have in response to a message, and how favorable thoughts lead to attitude change.
3) The elaboration likelihood model which proposes two routes to persuasion - a central route using careful thought, and a peripheral route using simple cues, with the latter more common in propaganda.
The document provides examples and analysis applying these theories to understand political ads, propaganda techniques, and how to most effectively influence
This document provides a lesson plan for teaching students how to evaluate conspiracy theories. It begins with an introduction that outlines the common core standards covered, including writing informative texts, arguments with evidence, and collaborative discussions. The lesson then discusses what conspiracy theories are and provides examples. It encourages students to consider different perspectives and evidence when assessing theories. Students take notes during class discussions and write a two-page essay analyzing a conspiracy theory by presenting both sides and taking a position supported by facts.
The document discusses Elisabeth Noelle-Neumann's spiral of silence theory of public opinion formation. The theory posits that individuals are less likely to express opinions they believe are in the minority due to a fear of isolation. Neumann developed the theory to explain how the German public came to support the wrong political positions that led to defeat in World War II. The document also covers criticisms of the theory, which include that it does not account for individuals who stand by their views regardless of the majority opinion. It also only cites fear of isolation as the reason for remaining silent, rather than considering other possible reasons.
The document summarizes the Knowledge Gap Theory, which proposes that as access to mass media increases, segments of higher socioeconomic status acquire information faster than lower socioeconomic status segments, widening the gap in knowledge between the groups. It was first introduced in 1970 and examines reasons for knowledge gaps like communication skills, stored information, and media being targeted towards certain demographics. The document also discusses research testing and expanding the theory over time on topics like health, politics, and the Internet.
Shareology and Social Media in Academia #SussexTELSue Beckingham
This document discusses sharing and social media in academia. It begins by quoting Ivan Illich who said education should empower all who want to share what they know and all who want to learn. It discusses how traditionally students learned alone but now collaboration and sharing are important for innovation. It says schools need to prepare students for a global world where issues transcend borders. Andreas Schleicher is quoted saying education used to be about knowledge but now it's about skills to navigate an uncertain world. The document discusses what people share online like personal photos and why like to feel connected. It covers leading social networks and how quickly some grew. It discusses motivations for sharing like managing information, relationships and self-fulfillment. In the end it
Media literacy in the age of information overloadGmeconline
We live in the most interesting times as far as the media is concerned. In fact as I approach the topic.These lines from Charles Dickens signifying the scenario of the French revolution came instantly to my mind – yes there is an upheaval going on in the media too..and it is marked with opposing views on the continuum-... Read More
Tonya Oaks Smith discusses using Twitter to spread information about the H1N1 outbreak in 2009. She analyzes over 300,000 tweets from that time period to understand how information diffused through social networks on Twitter. Her research found that opinion leaders who were more connected, innovative, and cosmopolitan helped spread information to their followers and communities. She concludes that public health organizations should identify and encourage opinion leaders on social media to disseminate important health information to their networks during future public health crises.
Teaching and Learning in a Post-Truth Wor.docxerlindaw
Teaching
and Learning in a
Post-Truth
World
It’s time for schools to upgrade and
reinvest in media literacy lessons.
Renee Hobbs
I
n the summer of 2016, I found a startling
announcement in my Facebook feed from
WTOE 5 News, saying, “Pope Francis Shocks
World, Endorses Donald Trump for President,
Issues Statement.”
It looked so real that I was tempted to share it
with my friends. But before I did that, I did some
research to confirm the statement, and that’s
how I learned that WTOE 5 was not a real
news outlet. Pope Francis did not endorse
any American presidential candidate.
Hobbs.indd 26 9/26/17 5:59 AM
A S C D / w w w . A S C D . o r g 27
But in those heated days before the 2016 election, nearly one
million people did share that particular story, making it one of
the top so-called “fake news” stories of 2016 (Ritchie, 2016). And
of course, there were hundreds of other examples of false and
misleading information circulating online as the fake news phe-
nomenon spread like wildfire, not just here in the United States,
but in Germany, Italy, and around the world.
Since then, there’s been a lot of talk among educators about the
importance of teaching students to critically analyze news and
information. The public is gaining awareness of our vulnerability
to media manipulation. Researchers have found that most adults
can’t accurately judge the truth or falsity of an online news story
because they assume that content that aligns with their existing
beliefs is automatically true (Goodfellow, 2017).
So-called “fake news” is rising in visibility and influence due
to the attention economy, a concept first developed by Herbert
A. Simon in 1971. Many choices are available to us as both con-
sumers and creators of media, and, sadly, it seems as if people
have adopted a problematic post-truth attitude: If it’s entertaining
or meshes with their own views, who really cares if it’s true? This
makes it easy for creators of “fake news” in a world where digital
content is cheap to produce. These sites use sensationalism (sex,
violence, children, animals, and the mysterious unknown) to
profit from viral sharing, where more clicks equals more revenue.
And when articles include emotionally inflamed or intense words
or images, they spread quickly and reach a larger audience.
Not only are we seeing more emotionally manipulative online
content, but it is also more challenging to find and validate the
source of the information we consume. Because most Americans
get their news from social media, we experience content as
unbundled snippets, without source information or context
clues to assist in interpretation. These are all good reasons to
implement media literacy education in middle and high schools.
New evidence reported in the American Educational Research
Journal by Joseph Kahne and his colleagues shows that teens
and young adults who have had some exposure to media lit-.
Medium theory proposes that the medium used to deliver a message influences how people receive and understand that message. McLuhan argued that a medium's content takes on the characteristics of the medium itself. Cultivation theory suggests that heavy television viewers are more likely to perceive the real world as similar to how it is portrayed on television. Both theories may be applicable to social media today, as the platforms themselves shape the nature of interactions and content exchanged through their technical features and design.
This document discusses key concepts in social science research methods. It covers research ethics like informed consent and protecting vulnerable populations. It explains that good research should be valid, reliable and generalizable. It discusses the differences between quantitative and qualitative research methods. It also covers the deductive and inductive approaches to research, and explains the difference between correlation and causation in research. Key variables like independent and dependent variables are defined. The importance of hypotheses and how they relate to the research question or theory is also outlined.
Media Literacy Education in a Global SocietyRenee Hobbs
What We’re Learning and What We Still Need to Know
By Renee Hobbs
Media literacy education has greatly increased in visibility as increasing political polarization continues to threaten democratic societies. Around the world, tech companies invest in media literacy education, hoping that it will stave off regulation of their digital platforms. Journalists and politicians hope media literacy education will increase the public’s appetite for quality journalism to improve civic education. Parents expect that media literacy will help protect their children against the harms and risks of growing up with social media. And educators at all levels are beginning to recognize that the 4 C’s of media literacy (critical thinking, creativity, collaboration, and communication skills) are increasingly central to an emerging conceptualization of a “new liberal arts” education. Which of these themes and areas of emphasis are privileged as media literacy education is implemented around the world? What are the most urgent needs still to be addressed? How can the many stakeholders for media literacy better coordinate their efforts to accelerate implementation?
Learn more: www.mediaeducationlab.com
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In this session, we talk about the mobile and social web, and how it shapes economy, individual behavior and well-being, political events, and society as a whole.
Medium theory proposes that the medium used to deliver a message influences how people receive and understand that message. Marshall McLuhan argued that a medium's content takes on the characteristics of the medium itself. Cultivation theory suggests that heavy television viewers are more likely to perceive the real world based on what they see on TV rather than reality. Both theories explore how the medium or format used to present information can shape audience understanding and perspectives.
The document discusses how communication and information can be used to enact social change. It explains that metacognition and critical reflection allow people to transform ideas into actions that improve society. Various competencies are outlined that involve understanding different perspectives, applying ethical judgment, and using communication to address important issues. The document also discusses how both "thin" and "thick" engagement are important for social and political change. It provides examples of how internet memes and parody can be used to comment on and challenge social norms. Risks of online civic participation, such as harassment, are also addressed. Throughout, the document emphasizes how the power of communication can be harnessed to imagine new possibilities and promote positive change.
The document discusses several media theories:
- Effects theory argues that media has direct effects on audiences, potentially manipulating them
- Uses and gratifications theory examines what audiences do with media to fulfill needs
- Reception theory views audiences as active interpreters of media texts based on their social and cultural backgrounds, leading to varied readings of the same text.
Similar to How to Critically Analyze Conspiracy Theories (20)
Workshop: Media Literacy Instructional Practices for Every TeacherRenee Hobbs
How can media literacy education help address important community needs? Review 16 media literacy instructional practices that are foundational to students in primary and secondary education and learn about research on the specific characteristics of quality MIL education. Then work in a small group under deadline pressure to plan how you could implement one or more instructional practices to address a timely and relevant community issue, using a creative design process to imagine educational futures.
Courageous RI: A Whole-of-Society Approach to Violence PreventionRenee Hobbs
The document discusses a whole-of-society approach to violence prevention through media literacy, active listening, compassion, and community engagement. It argues that media and technology amplify hate while dialogue programs increase intellectual humility and reduce defensiveness. Training in active listening helps apply media literacy knowledge to understand different perspectives. Courageous conversations that find common ground also help prevent violence. Research shows dialogue programs improve skills like active listening, media literacy, and intellectual humility.
Media Literacy, Artificial Intelligence and American ValuesRenee Hobbs
Delivered at the Holland Symposium at Angelo State University, February 15, 2024.
Digital tools are used to create a tsunami of entertainment, information, and persuasion that floods into our daily lives because media messages influence knowledge, attitudes, beliefs and behaviors. Some people are overwhelmed and others are exhilarated by the rise of generative AI, which is quickly becoming normative for both creators and consumers alike. At the same time, mistrust and distrust are rising because it’s so easy to use digital media tools to activate strong emotions, simplify information, and attack opponents. Thanks to algorithmic personalization, new forms of propaganda are being created and shared on social media. Tailored to our deepest hopes, fears, and dreams, these messages can, at times, seem irresistible.
But the practice of media literacy education offers a humanistic response to the changing nature of knowledge caused by the rise of big data and its reshaping of the arts, business, the sciences, education, and the humanities. Learn how educators can help learners to ask critical questions that enable people to recognize the subtle forms of manipulation embedded in all forms of symbolic expression. Gain an understanding of the business models and technological affordances of AI, machine learning, and big data in order to distinguish between harmful and beneficial AI tools, texts, and technologies. Learn why creative and critical thinking, when it is combined with intellectual humility and empathy, help people develop the identity of a lifelong learner. When media literacy is embedded in education at all levels, people can find common ground, restore trust, and deepen respect for the shared human values of care and compassion.
BIOGRAPHY
Renee Hobbs is one of the world’s leading experts on media literacy education. She is Founder of the Media Education Lab, a global online community. Hobbs’s book, Mind Over Media: Propaganda Education for a Digital Age won the 2021 Prose Award for Excellence in Social Sciences from the American Association of Publishers. She began her career by offering the first teacher education program in media literacy education at Harvard Graduate School of Education. She has since inspired a generation of students, teachers, and citizens on four continents who have helped develop a global media literacy movement. As a full professor at the University of Rhode Island, Hobbs has published 12 books and more than 200 scholarly and professional articles. Her engaging talks clearly demonstrate how media literacy can be implemented in home, school, workplace, and community settings. Audiences enjoy Hobbs’ passion and energy and the skillful way she engages people from all walks of life in ways that activate critical thinking about contemporary popular culture and media messages, especially the new types of persuasive genres on social media that may escape people’s scrutiny.
Media Education in the Era of Algorithmic Personalization: Facing Polarizati...Renee Hobbs
Keynote address at the INTERNATIONAL CONFERENCE AND TRAINNING
ON DIGITAL AND MEDIA EDUCATION
PRELIMINARY PROGRAM
Cluj-Napoca, Romania, October 25-28, 2023
This document discusses digital media literacy pedagogies. It notes that educators incorporate these approaches for various reasons such as engaging and motivating learners, activating critical thinking, and building students' confidence as authors. The create to learn process involves 5 steps: access, analyze, create, reflect, and take action. Instructors support learning through offering a mix of creative freedom and control. When students shift from passive learning to creating media, they increase engagement and motivation. The document asks questions to prompt reflection on incorporating these approaches in one's own teaching.
Improving Reading Comprehension by Using Media Literacy Activities
By Renee Hobbs
Some literacy educators still hold to the idea that audiovisual media and digital technologies are the enemies of print culture, but a growing number of educators are exploring the synergistic relationship between different forms of reading that occur when the concept of text is expanded to include images, graphic design, multimodality, moving image media, and online content. At home, parents cultivate children's understanding of story structure by engaging in activities that involve children's re-telling of books, cartoons, games, and short films. They pause children's videos to ask questions, comment on action and predict what will happen next. Such practices cultivate viewing as a cognitively active process, a concept that was first articulated in the 1970s but continues to be more deeply appreciated with the rise of YouTube culture, where the distinction between authors and audiences is diminished. During the elementary grades, teachers use media literacy competencies when reading children's picturebooks, calling attention to when the words of a story and the image of the story conflict or deliver different messages. Active "reading" of picture books is a practice that foregrounds the meaning-making process and elevates reading comprehension beyond mere decoding. When educators reframe their work with youth as less about passing high-stakes tests and more about learning to navigate the multiple literacy contexts in which they live, learn, and work, students' motivation for reading increases. For this reason, literacy specialists are exploring links between disciplinary literacy, inquiry, and media literacy. Media literacy instructional practices honor students' popular culture and lived experience, and offer opportunities for students to bring their affect, emotion, imagination, and social interaction into reading practices that examine and challenge cultural conventions like materialism and consumerism that are reproduced in media culture on a daily basis.
Educators are themselves citizens who express and share political views as part of their personal identity. They may care deeply about issues including climate change, immigration/migration, growing economic inequality, health and wellness, racism, sexism and other forms of discrimination, or other topics of concern. But in the classroom, some educators do not feel confident or comfortable exploring controversial issues with students, while others make clear their particular positions on political issues without necessarily reflecting on the inequality in power relationships that may silence their
students. The practice of critical media analysis and reflection help teachers navigate both the opportunities and the challenges of exploring contemporary controversies in the
classroom. Teachers benefit greatly from safe and structured opportunities to talk about the ethical and moral implications of their decisions to address or ignore controversial issues in the classroom.
Media Lteracy in Action Chapter 4 finalRenee Hobbs
The chapter discusses how competition in the news industry has impacted American society in unexpected ways. It introduces the concept of "news avoiders" who get information from social media rather than news sources. It also covers news values like human interest, conflict and timeliness that influence which stories are covered. The chapter examines techniques like framing that journalists use to make stories more appealing and how this can influence audience beliefs. It analyzes different forms and sources of news today from legacy media to born digital publications to citizen journalism.
1) The document defines media literacy as the set of knowledge, skills, and habits required to fully participate in contemporary media-saturated society.
2) It discusses media literacy as a lifelong learning process that involves inquiry, viewing/listening skills, credibility analysis, collaboration, and other competencies.
3) The importance of media literacy is explained as an expanded form of literacy, a way to protect from harmful media, to advance citizenship, and critique institutional power.
Digital Authorship and the Practice of Media Literacy Renee Hobbs
This document discusses digital authorship and media literacy education. It notes that digital authorship is a form of social power and involves creative collaboration, experimentation, and risk-taking. Critical thinking about message form, content and context helps people become better creators and consumers of digital media messages. The key ideas are summarized as digital authorship being a creative, collaborative process that involves taking risks, and thinking critically about messages makes for better understanding and creation of digital content.
Create to Learn: Advancing Collaboration and CreativityRenee Hobbs
Academic librarians, technologists, and higher education faculty have been actively experimenting with new forms of digital learning during the global pandemic. In the process, they have discovered some valuable strategies and practices that will continue to fuel innovation in teaching, learning, and scholarship for years to come. In this session, we’ll discuss why it’s more important than ever before to have complicated conversations about all the literacies - information, media, news, digital, critical, and those that are yet to be named. How do these competencies get integrated into all programs and courses across the liberal arts and sciences? In this session, we’ll take time to experiment, working in small groups, using create-to-learn pedagogies that can provoke intellectual curiosity by combining play and learning. Then, we’ll reflect on how creative collaboration can offer a liberating way to open up spaces of possibility and adaptation for the stakeholders in our own institutions and communities.
Renee Hobbs is an expert in digital and media literacy education and she is the author of Mind Over Media: Propaganda Education for a Digital Age, which was awarded the 2021 PROSE Award for Excellence in Social Sciences from the Association of American Publishers. As professor of communication studies and director of the Media Education Lab, she co-directs the Graduate Certificate in Digital Literacy at the University of Rhode Island. She has published 12 books and over 150 scholarly and professional articles and developed multimedia learning resources for elementary, secondary and college teachers.
Webinar digitale geletterdheid, de lerarenopleiding en de leraar van de toekomstRenee Hobbs
Digitale geletterdheid in het curriculum: Hoe digitaal geletterd moet de #leraar van de toekomst zijn? En wat vraagt dat van de #lerarenopleidingen? In dit #webinar gaat hoogleraar communicatiewetenschappen @reneehobbs hierop in. Bent u erbij? https://lnkd.in/dANk6Cy
Propaganda vs. Democracy in a Digital AgeRenee Hobbs
Renee Hobbs shows how digital learning that addresses the needs of educators can have transformative impact in addressing the needs of learners growing up in a world full of propaganda and disinformation.
Renee Hobbs gave a presentation on digital authorship and media literacy. She discussed how librarians can support students' creative media production skills and critical analysis abilities. Hobbs covered different digital authorship tools and explained key concepts around copyright and fair use. She emphasized how digital authorship can empower learners and promote skills like creativity, collaboration, and civic participation.
Create to Learn: Digital Media Literacy in Bulgaria 2020Renee Hobbs
Digital and media literacy requires technical, cognitive, social, emotional and civic competencies. Educators and students become co-learners through creating digital media, which involves balancing creative freedom with control. Digital authorship is a process involving choice, courage, risk-taking and vulnerability that activates intellectual curiosity and supports lifelong learning.
Is Ripping for Fair Use Still Important? Considering DMCA 1201 in 2020 and B...Renee Hobbs
This document discusses a presentation about ripping media for fair use and the Digital Millennium Copyright Act (DMCA). The presentation covers:
1. The principles of the DMCA and its Section 1201 that makes circumventing copyright protections illegal.
2. How the DMCA exemption process has allowed some ripping/circumventing for purposes like criticism, commentary, and education over its 22 years.
3. Whether legal ripping is still necessary given streaming services, and if screen capturing should be celebrated or feared in supporting fair use.
The document outlines the presentation goals and sections on the DMCA, exemption results since 2006, and challenges around screen capturing. It also includes discussion questions and
Council of Europe Digital Citizenship Days, November 3, 2020Renee Hobbs
Renee Hobbs explains why the coronavirus crisis created an opportunity for teacher empowerment, as they discovered the importance of feeling safe online, empathic listening, guided and open inquiry, and enhanced care and responsibility towards others. Learn more: www.mediaeducationlab.com
Crisis Creates Opportunity: How the Covid Pandemic Advanced Digital Media Lit...Renee Hobbs
The document discusses how the COVID-19 pandemic created opportunities to advance digital media literacy in schools. It describes a program that provided daily online sessions for teachers over 5 months. The program helped teachers build skills in areas like developing trust online, promoting productive dialogue, modeling media literacy practices, and feeling interconnected while caring for one another. An evaluation found teachers were more likely to adopt strategies modeled in the program and students experienced benefits like improved online skills and well-being.
Best Practices in Digital Learning, Anytime & Real TimeRenee Hobbs
How can digital learning be implemented in ways that deepen engagement and accelerate learning? The coronavirus crisis has created an opportunity to deepen digital literacy and learning competencies for teachers and students alike. In this session, we'll model and reflect upon three best practices of digital learning that go far beyond the Zoom or Google Classroom. Learn more about how trust and respect develop in online communities and discover the power of create-to-learn pedagogies that deepen engagement and accelerate learning. Learn strategies that help you to incorporate "anytime" and "real time" learning for students, teachers, and staff. Even when the coronavirus crisis is over, the best practices of digital learning are relevant to what happens in the classroom as we cultivate habits of mind that advance lifelong learning.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
1. Renee Hobbs
Professor of Communication Studies
Director, Media Education Lab
University of Rhode Island USA
Twitter: @reneehobbs
A Workshop:
Critically Analyzing Conspiracy Theories
Brooklyn College
May 5, 2017
2. Can learning about conspiracy theories advance media literacy
competencies?
3.
4. Workshop: Critically Analyzing
Conspiracy Theories
1. Engage: What conspiracy theories have you
encountered?
2. Access: Gain information about the information
context where conspiracy theories thrive
3. Analyze: A YOUTUBE VIDEO
4. Create: Develop a video annotation to synthesize
learning and document analysis
5. Reflect: Should teachers screen & discuss
conspiracy theory videos in the classroom?
6. Act: Tweet about what you learned
5. LOVE HATE
CONSPIRACY THEORIES
People have a love-hate relationship with them
Who Killed JFK? 9/11
Area 51 Paul Is Dead
Birtherism Moon Landings
Jesus and Mary Magdalene Holocaust
CIA Experiments Reptilian Elite
Elvis Ebola
Vaccines Global Warming
6. DEFINE SOME VOCABULARY WORDS
TO UNDERSTAND CONSPIRACY THEORIES
conspiracy
anxiety
hoax
paranoid
pessimism
“false flag”
8. ACCESS: Conspiracy Theories
in an Information Age
1. Choice Overload
2. Sharing in a Network Culture
3. Six Types of Fake News
4. New Forms of Authority
5. Norms of Human Information Processing
6. Why We Share
7. How Context Shapes Text
8. Familiarity = Believability
10. New Realities in a
Networked Global Society
Cost to produce
content is low
Massive
fragmentation of
production &
consumption
Viral sharing means
popularity = profit
Content is consumed
as unbundled
snippets on social
media
11. Six Types of Fake News
Disinformation
Propaganda
Hoax
Parody/Satire
Errors in Journalism
Partisanship
Informing and Engaging the Public
Controlling Knowledge, Attitudes & Values
Cultural Criticism or Creative Expression
12. New Forms of Authority
Attention economics is surpassing traditional forms of authority and expertise
our attention — and
most of it free —
being found is
valuable."
Immediacy
Personalization
Interpretation
Findability
13. Selective exposure
Confirmation bias
Reality maintenance
Performative sharing
60% of people share
content without
reading/viewing it
Human
Information Processing
16. Government
commission concludes:
Peace is not 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.”
Context Shapes Text
17. Becomes a best selling
book, translated into 15
languages
1972: Leonard Lewin
admits he is the author
& explains its purpose
as dark political satire
Context Shapes Text
18. 1990:
Liberty Lobby publishes
the report as a public
domain document
Right-wing websites re-
distribute it online
Context Shapes Text
19. Both LEFT AND RIGHT
WING radicals believe
that government
creates war for
economic benefit
Context Shapes Text
20. Familiarity
Equals Believability
THE POWER OF 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.
--Van der Linden, 2015
21. Workshop: Critically Analyzing
Conspiracy Theories
1. Engage: What conspiracy theories have you
encountered?
2. Access: Gain information about the information
context where conspiracy theories thrive
3. Analyze: A YOUTUBE VIDEO
4. Create: Develop a video annotation to synthesize
learning and document analysis
5. Reflect: Should teachers screen & discuss
conspiracy theory videos in the classroom?
6. Act: Tweet about what you learned
24. Media Literacy: A Pedagogy of Inquiry
1. Who is the author and what
is the purpose?
2. What techniques are used
to attract and hold your
attention?
3. What lifestyles, values and
points of view are presented?
4. How might different people
interpret this message?
5. What is omitted?
TEAM 2
27. What did you learn?
What new questions
have emerged?
TIME TO REFLECT
28. Media Literacy: A Pedagogy 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
31. Teaching about conspiracy theories risks
validating them
There’s not 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
32. TWEET ABOUT SOMETHING YOU LEARNED IN THIS SESSION
Using hashtag #DigiURI #conspiracy
35. re
Conspiracy theories are alarm systems
that help people deal with threat. They
resonate most among groups suffering
from loss, weakness, or disunity.
--Uscinski & Parent, 2014
36. Conspiracy theories are constructed by people, they have
an author, purpose, point of view & bias
Even brief exposures to conspiracy theories can increase
their believability
Composing critical commentary about conspiracy
theories using digital annotation tools may advance the
development of critical thinking skills
Conspiracy theories resonate in an age of anxiety by
explaining complex and ambiguous realities
People need to take time to reflect on how conspiracy
theories are shaped by historical and political context
37.
38. Renee Hobbs
Professor of Communication Studies
Director, Media Education Lab
Harrington School of Communication
and Media
University of Rhode Island USA
Email: hobbs@uri.edu
Twitter: @reneehobbs
WEB: www.mediaeducationlab.com
Editor's Notes
I’m interested in media literacy, which is the ability to access, analyze and evaluate, and create messages – in a wide variety of forms. Access - Analyze – Create – Reflect – Act.