Outthinking Fake News
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How teachers can train students to discern between fake and real news stories, and encourage healthy skepticism when reading or viewing news stories.
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The real scoop on fake news
What makes fake news fake? As a society, we have been bombarded with the idea that the news we consume every day is fabricated, but the truth is far more complicated than that. Join Indiana University East librarian KT Lowe as she discusses the identifiable traits of fake news, offers tips on how to tackle fake news claims and demonstrates what makes real news real.
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The document discusses different types of news media. It defines fake news as false or misleading stories spread to go viral for profit. False news contains errors and deception with a political aim. Real news is fact-based journalism that informs democratic society. It recommends supporting trustworthy news sources, checking facts before sharing stories, and considering a source's reputation.
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This document discusses the issue of fake news and strategies for identifying unreliable or false information. It provides examples of how fake news can spread online, such as the false "Pizzagate" conspiracy theory. The document also outlines techniques for evaluating the credibility of news sources, like considering the type of content, sources cited, evidence provided, and completeness of information. Identifying different types of unreliable news and the potential economic costs of fake news are also examined. Teaching critical questioning skills is presented as an important way to help recognize fake news.
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The real scoop on fake news
What makes fake news fake? As a society, we have been bombarded with the idea that the news we consume every day is fabricated, but the truth is far more complicated than that. Join Indiana University East librarian KT Lowe as she discusses the identifiable traits of fake news, offers tips on how to tackle fake news claims and demonstrates what makes real news real.
Fake News!
The document discusses different types of news media. It defines fake news as false or misleading stories spread to go viral for profit. False news contains errors and deception with a political aim. Real news is fact-based journalism that informs democratic society. It recommends supporting trustworthy news sources, checking facts before sharing stories, and considering a source's reputation.
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This document discusses the issue of fake news and strategies for identifying unreliable or false information. It provides examples of how fake news can spread online, such as the false "Pizzagate" conspiracy theory. The document also outlines techniques for evaluating the credibility of news sources, like considering the type of content, sources cited, evidence provided, and completeness of information. Identifying different types of unreliable news and the potential economic costs of fake news are also examined. Teaching critical questioning skills is presented as an important way to help recognize fake news.
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This document provides information about fake news and fact checking resources. It includes links to websites like FactCheck.org and Politifact that can help verify the accuracy of news claims. The document also discusses how fake news can impact stock prices and outlines the editing process at the Tampa Bay Times to check facts in news stories. Key questions are presented to help analyze the credibility of sources and identify what information may be missing from news reports.
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1. It asks what questions students would ask a famous person in an interview and who they would like to interview.
2. It provides homework instructions about staying safe, sane, and out of trouble.
3. It outlines an objective to increase students' knowledge of history by examining contact between Europeans and Africans during the slave trade.
Slavery Modle: Lesson Two
This document provides instructions for a lesson on the book "Narrative of the Life of Frederick Douglass." Students are asked to look at images of the book cover and answer questions. They will then learn vocabulary terms and discuss the historical context of the time period through a gallery walk activity. Guiding questions and homework assignments are provided to wrap up the lesson.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Outthinking Fake News
- 1. OUTTHINKING
- 3. Examples • 1835, The Sun newspaper reprints a series of articles from The Edinburgh Courant revealing the discovery of a civilization on the moon! • 1938, news broadcast from the crash site of a metal cylinder describing tentacled aliens climbing out. Mass hysteria and panic ensued! • 1782, Benjamin Franklin cranks out entire fake issue of a real Boston newspaper, including gruesome story about American forces recovering bags full of “SCALPS from our unhappy Country-folks.”
- 4. Las Vegas Shooting Social media pictures of missing relatives…quite a few were actually porn stars “Shooter Identified” photos of more than one person completely unrelated to the shooting Fake articles on some news sites
- 5. Breitbart News story claiming an illegal immigrant was arrested for starting northern California wildfires. Story was completely false, the Department of Forestry had not even established a cause for the fires yet.
- 6. Do Students Fall for This? Absolutely
- 7. What Can Teachers Do? • Build student experience • Opportunities to interact with news in the classroom • Build time into your curriculum for sharing articles and discussing what makes them news…or not • Train students to read/watch news skeptically so they can make sound judgments on their own
- 8. A Good Reader Will Ask • What’s below the headline? • Is the source I’m reading the one I think it is? • Who is this author? • What facts are supporting this story? • Is there any explicit bias here? • Is the language incendiary or provocative? • What is the mission of the publisher? • Is this same story reported elsewhere?
- 9. Watch Out For • Obvious spelling or grammar errors • Headlines (or text) in all caps • Inflammatory headlines • Domain names that end in weird letters--lo or .co • Dates that don’t match—old stories or photos • Accurate stories used to camouflage fake news • Satire re-distributed as legitimate news • Your personal bias
- 10. Citizen Journalism vs. Grapevine • Citizen reports are at times the only source (Arab Spring), but most people are not trained to overcome their bias. Some sites rely on their audience members for some or even all their content. • Axios • BuzzFeed • The Conversation • Medium • The Verge • Vox
- 11. Publisher Bias
- 12. Simple Fact Checking • Too lazy to do all this work yourself ? • FactCheck.org • Snopes.com • The Washington Post Fact Checker • PolitiFact.com • Reverse image search using Google