In the past information was found mostly in libraries where it was vetted and curated by librarians. Now with advancements in technology and the Internet, anyone can submit content on the World Wide Web; however, there are no “librarians” to assess the quality of the information that appears online.

Critical thinking, digital skills and an understanding of the consequences of our online behaviour are skills needed to perform the complex the action of website evaluation.  These skills can be infused in lessons throughout all disciplines so that students develop the ability to analyse information found on the Web.

How can teachers help students improve these skills without taking time away from the course content?

The website Media Smarts - Canada's Center for Digital and Media Literacy, gives a very useful tip: “Teach about media, not just with media”. They say any time you’re using media in the classroom, look for a media education opportunity. Take a minute to teach students something about how to spot misinformation.

1. Before the students begin to read an online text, teachers can use modeling as an instructional strategy:
   • What’s in the headline?
     • I should be leery if it is overly provocative or shocking.
     • The headline doesn’t always tell the whole story so I read a little further in the text looking for revealing signs.
2. Eric Laflamme uses Facebook Groups to Stimulate Student Interest in Subject Matter in his Electricity and Magnetism class. He says each session a student gets caught publishing a pseudo science study. He then takes the opportunity to talk about fake news.
   • If you also plan on using Facebook in a pedagogical context, point out to the students that even Facebook provides Tips to Spot False News.
3. “Astroturfing” is another issue that you can mention in passing. Raise awareness of the context in which some media content is produced.  Astroturfing is the practice of concealing the real authors (or sponsors) of a message in order to give the impression of a grassroots support for a product, service or political viewpoint (buying likes).
   
   In the article Media Literacy Challenges and Issues for 21st Century Schools, Andréanne Turgeon explains that the anonymity and citizen-based nature of some online platforms can create a sense of security and community for users. Students should be made aware of these potential traps.
4. Arm your students. Provide them with a tip sheet.
   • Ralph Scapin of Dawson College provides a link (here) to several resources: infographics, tools and tips. Ask the students to use the tip sheet when they look up information online.
   • Simon Fraser University offers several quizzes students can take on their own to see if they can tell a legitimate story from a fake one just from a headline.
5. Find out how truthful your source is. Tell your students about various fact-checking resources:
   • Snopes assessing the credibility of claims since 1994
   • Politifact’s “Truth-O-Meter”
   • FactsCan Canada’s political, non-partisan fact-checker
   • AP FactCheck  by Associated Press journalists from around the globe
6. Are your students living in an echo chamber? If they are getting their news from the blogosphere, Snapchat, Facebook, etc., they should be made aware of the fact that once they consume fake news cookies (even accidentally), they will end up with more. Algorithms will automatically feed them more fake news depending on where they surfed.
7. Discuss the political leanings of some sources, even reputable ones. Consult media bias ratings:
   • On its “About” page Media Bias Fact Check (MBFC News), states that it is an independent online media outlet, dedicated to educating the public on media bias and deceptive news practices.
     

     Media Bias Fact Check rates the political bias of news media. (Screen shot by the author)

   • All Sides shows multiple perspectives on a particular news story by placing opposing views side by side.
     

     All Sides presents 3 versions of the same story, from the right, from the center and from the left. (Screen shot by the author)

A lie can travel halfway around the world while the truth is still putting its shoes on.” (Attributed, wrongly, to Mark Twain)

Source: MediaSmarts

Give students more in depth look into the issue

Would you like to take some time to teach your students to be sceptical about what they find on the Web? Here are a few suggestions:

• Curing Fake News Phobia Lesson Plan by the University of Delaware provides in-depth instructions as well as editable resources for an hour-long active learning session.
• Debate ‘How to discern what is true and what is fake news?’ after viewing BBC’s 4-minute video The Rise of Fake News, Manipulation and 'Alternative Facts' demonstrates a technology that allows peoples’ voices and their facial expressions to be manipulated in real time.
• Crash Course Navigating Digital Information is a 10-episode series (about 13 minutes each) on media literacy. Flip your classroom and have students watch all 10 episodes or pick the subjects of interest to you.
  1. The Introduction discusses how information and disinformation shapes us–as individuals and as communities.
  2. The Facts about Fact Checking
  3. Check Yourself with Lateral Reading
  4. Who Can You Trust?
  5. Using Wikipedia
  6. Evaluating Evidence
  7. Evaluating Photos and Videos
  8. Data and Infographics
  9. Click Restraint
  10. Social Media

Final Thoughts

While discussing digital literacy, many teachers tend to focus on the skills needed to use the technology; however, our digital-native students probably acquired those skills on their parents’ tablets at the age of 3. Students are adept at creating and sharing content on social media. Unfortunately, they are not as proficient at discerning what information is reliable.

At the college level, teachers are in a unique position to help students develop a set of skills that they will use throughout their life, including the new basic skill in our society- the ability to determine what is reliable or not reliable.