6 Ways to Help Students Master Media Fluency

3 leaders in the digital citizenship motion offer methods teachers can use to teach media literacy in highly reliable ways.
By Shawn McCusker, Richard Irvan & & Tom Driscoll
Shawn McClusker
Many of us who follow politics throughout the globe are conscious that the Age of Information, which started with the birth of the Internet, has paved the way to what we may call the “Age of Disinformation.”
Now we have amazing quantities of beneficial information at our fingertips, along with older out-of-date info, and (progressively) incorrect details developed particularly to trick or manipulate individualss thinking.
Richard Irvan
In truth, the fast expansion of fake, deceptive and prejudiced details has actually become a major around the world challenge dealing with each and every democratic society. If informed voters are the foundation of a democratic society, mistaken voters will be the ruin of it.
It is crucial to comprehend that not all “phony news” is alike. False information is “false details that is spread, regardless of whether there is intent to misguide” (Dictionary.com).
Tom Driscoll
A household member might unsuspectingly share false information by means of a Facebook news story without understanding that it is out of date. On the other hand, disinformation includes deliberately misleading or prejudiced information, where the developer understands complete well how they are manipulating facts and what their function remains in doing so.
Media literacy helps gear up students with the skills and routines to browse todays challenging online landscape. And while it prevails to hear experts call for media literacy, you are less most likely to hear individuals share exactly what media literacy need to appear like.
Here are 6 particular methods and resources that you can use to establish media literacy with your students.

( Source: Stanford COR through PVCC Jessup Library).
Lateral reading uses additional advantage by familiarizing students with resources they can seek advice from when reading, including fact-checking organizations sites. Civic Online Reading at Stanford offers a series of premium lessons for teachers to model and guide trainees to improve their skills in lateral reading.
Understanding and Identifying Bias.
Teaching trainees to determine predisposition is a difficulty, however there are lots of tools that teachers can use to help kids practice the skill. These tools allow students to engage in the process actively.
The News Literacy Projects complimentary “Checkology” is one such tool. Their “Understanding Bias” module lets students dive into 5 various categories of media predisposition to understand the intricacy of bias and how their own beliefs can affect their perception of media.
News Literacy Project likewise provides The Sift, an educator newsletter that highlights trends in the media and provides links to resources and activities.

Lateral reading is a powerful strategy and habit to cultivate for assessing online info. Typical Sense has lessons for students of all ages. The lesson concludes with a Take a Stand activity in which students conceptualize methods to fight the dispersing of fake news. Shawn McCusker (@shawnmccusker) is Director of Professional Learning at Digital Promise, a nonprofit devoted to closing the digital knowing space and supporting teachers in schools throughout the United States. He is co-author of Becoming Active Citizens: Practices to Engage Students in Civic Education Across the Curriculum.

Students Need Media Literacy Fluency.
As require media literacy continue, we need something more than a vague understanding of what it takes to build it. We ought to aim for a greater requirement, that of media fluency, where each student can not only determine the difficulties of the Age of Disinformation but understands how to overcome them.
By investing the time and resources to establish quality media literacy education in our schools, we can ensure that trainees will navigate around those obstacles thoroughly and intellectually to eventually find the fact.
See this MiddleWeb post by McCusker & & Driscoll:.
5 Civic Education Steps to Preserve Democracy.

Exposing the Motives of Misinformation.
Good Sense Media has distinct educator resources for exposing the intentions of false information. What sets their resources apart is how they seek to incorporate trainees individual experiences to engage them while doing so without becoming cynical.
Their view is that fairness actively prevents “creating or implying a hierarchy of reliable news sources.” They recommend that trainees use their chosen media platforms however they do so in a more efficient and vital way.
Sound judgment has lessons for students of all ages. Their lesson called “Clicks for Cash” checks out the idea of “clickbait” and how fake news can become successful and drive the development of much more phony news. The lesson concludes with a Take a Stand activity in which trainees brainstorm ways to combat the spreading of fake news. (This totally free lesson is designated Grade 11 however easily adjusted for middle school. Slides, teacher variation, and so on consisted of.).
Source– Common Sense Media (CC: BY-NC-SA).
Evaluating Historical Sources.
Media literacy can and should be incorporated into coursework across subject areas, but one place it fits particularly well is the history classroom.
Historical thinking skills are a priority throughout state frameworks, and there is a natural overlap with media literacy in the focus on critical analysis of files. The Stanford History Education Group (SHEG) is a nationally acknowledged source for complimentary high-quality instructional products in this location, particularly their Reading Like a Historian lesson plans for middle and high school.
Their interesting activities titled Lunchroom Fight (1 & & 2), for example, guide students to consider not only several point of views on an occasion, but likewise how to evaluate proof in contrasting accounts by thinking about corroboration and sourcing. This can offer students with a solid structure in critical nonfiction reading that can be extended throughout the curriculum.
Browsing Digital Information.
A powerful resource for browsing digital info originates from a cooperation in between author John Green (of YouTubes “Crash Course”), MediaWise, the Poynter Institute and the Stanford History Education Group.
This 10 part YouTube series discusses, for instance, how algorithms are used by marketers to provide users with info that they will find fascinating or entertaining rather than information that is most factual or precise. Other episodes discuss assessing pictures and videos and assessing data and infographics.
Together this series supplies students with a deeper understanding of how info arrives in our feeds– and with the skills needed to make sense of it.
Comprehending the Power of Images.
Dealing With History and Ourselves is a company that provides many free resources for digital literacy finding out with images. As part of the unit Facing Ferguson: News Literacy in the Digital Age, the lesson entitled The Power of Images has students check out the impact of images and how it can be analyzed differently based on individualss backgrounds, life experiences, and existing predispositions (Facing History and Ourselves, n.d.c).
Trainees analyze how different news outlets depict the occasions through imagery, then participate in a simulation in which they play the function of editor who must figure out which cover image needs to accompany the story. This experience then leads to a conversation around the function that images plays in reporting and taking in news media.

Shawn McCusker (@shawnmccusker) is Director of Professional Learning at Digital Promise, a nonprofit dedicated to closing the digital learning gap and supporting instructors in schools throughout the United States. Shawn has 25 years of experience as a teacher and leader in public, personal, and alternative schools. He is co-author of Becoming Active Citizens: Practices to Engage Students in Civic Education Across the Curriculum.
Richard Irvan is Associate Director of Professional Learning at Digital Promise, presently supporting nationwide initiatives to close the digital divide, and a previous middle school history instructor and curriculum expert.
He is a previous digital learning director for the Bristol Warren Regional School District in Rhode Island, where he led the districts digital knowing change. Tom started his profession as a high school social studies teacher in 2 public school districts in Connecticut.

Lateral Reading
Lateral reading is an effective strategy and routine to cultivate for examining online details. This includes opening brand-new tabs to fact-check a website or message while you are reading it, to see what other online sources state about it. This approach varies from conventional, “vertical reading,” where you just read an article on its own, leading to bottom.
Trainees can often be tempted to trust a properly designed, professional-looking site when seen by itself. Lateral reading offers the chance to verify or challenge a sources reliability by evaluating it in the wider information landscape.
Students are triggered to look up info about an author (like the person behind a tweet) to determine their reliability on the published topic. They likewise might dig into the sources pointed out at the bottom of a Wikipedia page, to examine the underlying biases and dependability of research study (” How to Use Wikipedia Wisely”).
In this way, lateral reading builds on methods teachers may be familiar with, like the CRAAP method, where trainees think about attributes of a source (e.g., currency, significance, authority, accuracy, and function).

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