What's the Story? Information Literacy Session
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Course outline for 'What's the Story?' summer school delivered in partnership between Lewisham Library & Information Service and Goldsmiths School of Journalism, August 2017. The course educated 15 young people (aged between 13 and 21) in the principles and practices of information and media literacy, mobile journalism and local history, focusing on the 40th anniversary of the Battle of Lewisham. This lecture and seminar by Alice Corble (Goldsmiths PhD Candidate in sociology of public libraries) teaches students the knowledge and skills needed for critically accessing, reading and evaluating information, news and media sources.
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What's the Story? Information Literacy Session
- 1. Information & Media Literacy Session Produced in partnership with Lewisham Library and Information Service, Lewisham Community Development and Goldsmiths School of Journalism
- 2. Session outline • What is news? What is information? What’s the difference? • Your news and information habits • How media channels have changed through time • Learning from archives: online search strategies and resources • How to read and critically evaluate news and information in context • Fighting fake news and making the news • The power of images
- 3. Learning Outcomes By the end of today, students will have the following skills: • Gain familiarity with the range of information sources and services accessible through Lewisham libraries and archives • Understand how local history can be researched through multiple information mediums including archival resources, online sources and news databases, cultural ephemera and walking and talking in the local area • Apply search strategies and techniques to web search engines and the library service’s online databases to retrieve relevant content • Evaluate online news sources and images to determine their accuracy, authority, relevance, purpose, and bias • Compare controversial news content from different points in history to evaluate changes in the way social issues are framed, represented and mediated • Identify areas of interest for further research and educational/career development
- 4. How do you find out about your world? • Newspapers and magazines • Websites, blogs, apps on mobile devices • Google • Radio, podcasts, television • Social media: Facebook, Twitter, Snapchat, Instagram, YouTube • Word of mouth: friends, family, colleagues • School, college or university • Youth, community, cultural or religious centre • Public library
- 5. Difference between news and information news: • Presentation of facts about an or incident that has just taken – hence ‘new’ information topic of interest or importance • Designed to make people events and details taking they unfold information: • General data or facts about a given subject - not necessarily new or urgent • Regular facts, details or particulars that do not necessarily change with time
- 7. • Using local archives to source, distinguish and critically evaluate news, information and propaganda about ‘The Battle of Lewisham’ • Propaganda: Information, especially of especially of a biased or misleading nature, used to promote a political cause or point of view (Oxford English Dictionary) https://www.lewisham.gov.uk/inmyarea/history/archives/Pages/default.aspx Exercise
- 8. Source: Lewisham Local History and Archives Centre
- 9. Source: Lewisham Local History and Archives Centre
- 10. Exercise: search Lewisham eLibrary resources • In pairs, using the Times Digital Archive database accessible via your library account, find a article on Lewisham race relations published between 1st May 1976 – 1st May 1978 • Download article, read and discuss in pairs • What search terms did you use? • How did you decide what article to choose • What did you learn from the article? • What did you notice about the style and layout of the article?
- 11. 2017 news & information landscapes • What’s changed in news & information in 40 years? • What news & information challenges affect young people today?
- 12. 'relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief’ https://en.oxforddictionaries.com/word-of-the-year/word-of-the-year-2016
- 13. Only 25% of high school students could distinguish between accurate and fake news https://ed.stanford.edu/news/stanford-researchers-find- students-have-trouble-judging-credibility-information-online
- 14. News Literacy The ability to use critical thinking skills to judge the reliability and credibility of news reports, whether they come via print, television or the Internet. - Stony Brook University Center for News Literacy http://drc.centerfornewsliteracy.org/glossary-language-news- literacy
- 17. https://www.buzzfeed.com/victoriasanusi/here s-the?utm_term=.qabKlRKkk#.ivpLbyLKK Grenfell Tower news & (mis)information http://www.bbc.co.uk/news/uk-england-london-40272168
- 18. Grenfell Tower news & (mis)information http://www.thejist.co.uk/politics/uk/grenfell-fire-fallout-media-case-study/
- 19. Exercise: critically evaluate a source using the CRAAP Test
- 20. Source: www.teentech.com Source: www.easel.ly
- 22. Media Literacy Media literacy is the ability to access, analyze, evaluate, and create media. Media literate youth and adults are better able to understand the complex messages we receive from television, radio, Internet, newspapers, magazines, books, billboards, video games, music, and all other forms of media. Source: www.medialiteracyproject.org
- 23. Media Justice Media Justice speaks to the need to go beyond creating greater access to the same old media structure. Media Justice takes into account history, culture, privilege, and power. We need new relationships with media and a new vision for its control, access, and structure. Source: www.medialiteracyproject.org
- 24. Source: Lewisham Local History and Archives Centre
- 25. critically reading images through visual literacy The power of images
- 26. A picture is worth a thousand words….
- 28. Thank you Lecture & seminar by Alice Corble, Goldsmiths University of London August 2017
Editor's Notes
- Ask them which source is for information and which is news (and what’s the difference)? And how do they interact with each source? E.g. if Google, how do they refine or select results? If social media, do they go beyond initial link/comment/article/image to find out where it came from? Do you always trust what you see/hear/read? If not, why not? Public library is the one place in which you can find and get help to verify or evaluate all of the above.
- https://www.youtube.com/watch?v=q-Y-z6HmRgI&list=PLvKmARGNWDkQUmSENEmNaMrnUJble2L5y&index=1 - All these news and information channels have evolved over the years – we are in an age of overload and perhaps too much choice, but this wasn’t always the case. In 1977 Britain there were only 3 TV channels (which stopped broadcasting at night) , a range of newspapers, and radio. There was no internet, no mobile phones, no digital media, no 24-hr broadcasting. There were, however, other forms of communicating information such as leaflets and alternative forms of publishing for social causes and interests, as well as the importance of community centres and music and arts venues and radio stations.
- Define propaganda
- Aim of this exercise is to get them to use the library’s online resources to identify news articles and understand that there is bias but it’s contextual to the era, and evaluate the source on that basis. Historical currency. Looking for ‘us and them’ language, whose voices are foregrounded and who are silenced.
- 51 secs
- Pew study: http://www.pewinternet.org/2017/07/11/online-harassment-2017/pi_2017-07-11_online-harassment_5-02/ Stanford study: https://ed.stanford.edu/news/stanford-researchers-find-students-have-trouble-judging-credibility-information-online - Encourage students to move from the personal to the political/social, by considering how damaging it can be to have false information about you posted online, to imagining the impact of this on a wider scale with fake news about important events or issues – e.g. elections, political campaigns, disasters (e.g. Grenfell)
- YouTube video re challenging fake news through 5 Cs https://www.youtube.com/watch?v=xf8mjbVRqao&t=8s&list=PLvKmARGNWDkQUmSENEmNaMrnUJble2L5y&index=2
- https://www.buzzfeed.com/victoriasanusi/heres-the?utm_term=.tar0AQ044#.tiOLp4L00 http://www.thejist.co.uk/politics/uk/grenfell-fire-fallout-media-case-study/ What was the press / media coverage role in the outcome of criminal investigation? Fake news on Grenfell – Buzfeed article on misinformation Different media framings of the story – housing, health & safety, protesters, politics… Citizen journalism on Grenfell Iconic & symbolic imagery
- Quote from ‘What the papers said’ piece in Camerawork
- Aim of the course is to teach YP to be news-makers. Saffiyah Khan is an example of how powerful this can be. The image of Saffiyah was taken by a journalist, but it went viral because people posted it and commented on it – people made the news, and then the journalist took this up *as* news. Because of that, then certain biases couldn’t be applied to that image, because the image’s message had already been determined by the 10s of 1000s of people who responded to its effects. The message couldn’t be ‘spun’ or re-appropriated.