News Literacy Skill Requires Knowledge About Evaluation and Credibility

Check out the News Literacy Project video below.

I’ve spent some time on this blog discussing the importance of credibility and evaluation — what I call 21st Century vocabulary words. Understanding how to evaluate and judge the credibility of content is digital life survival skill. Thus, when I discover a new resource that supports student learning I am always excited.

The News Literacy Project website features an excellent video with individuals — of all ages — sharing their thoughts about how news literacy skills can help people know what information to trust. It will be a useful tool for teachers who are developing student activities that focus on media credibility and evaluation. It can be well-paired with student activities that feature the online or app exhibits of the Newseum front pages

Watch the video.          Continue reading

Real or Fake? How to Check Yourself

img_7661If you think a lot about fake news these days, and if you aim to help your students or family members develop the ability to effectively evaluate and decide what’s real and what’s not, National Public Radio (NPR) just published an excellent article, Fake or Real? How to Self-Check the News and Get the Facts. This piece highlights six steps that individuals can use to judge the stories they encounter, and the article includes a detailed description about how to go about following through with each step.

The entire NPR post, which is chock full of helpful information, will be a useful teaching tool for anyone who wants to gauge a news item’s authenticity, and the six basic steps are easy to master. Post the list near computers, on the refrigerator, and in rooms where family members use digital devices and on digital devices’ note pads.

News Evaluation Steps from National Public Radio (Read the article for lots more detail.) Continue reading

Triple-Check For Fake News on Social Media — Learning Resources

Watch the embedded CNN video below.

Watch the embedded CNN video below.

It happens to me all the time on social media. I see something interesting that connects with what I like or want to believe, start to read it, and then I immediately start to share it with my friends. I’m learning, however, to think more about it first. Now I’m spending more time considering whether what I see and read comes from a reputable news source or if some of the details in the article can survive a fact check.

Anyone can set up a catchy name on Facebook and send out news, but these authors don’t necessarily check or even care about the facts. Here’s an what Brian Stelter on CNN has to say on the subject on his Oct 30, 2016 broadcast.                  Continue reading

Civility Is Now Devalued — So What Will Adults Do About It?

If there is ever a time to emphasize ideas on civility, commenting, fact-checking, and media literacy, it’s during an election. Children, preadolescents, and teens will learn much during the 2016 presidential campaign just from all the watching. (Read my post The Children are Watching and Seeing, Listening and Hearing.)

Our traditional expectations for civility and ethical behavior are cracking apart right before our eyes.

On the basis of what’s happened at recent political conventions and the beginning of the election season, young people will be witnessing name calling, stereotyping, hateful comments, online hate, and in some cases veiled bodily threats. Kids will hear things on TV at home and on the televisions that are broadcasting in lounges, waiting rooms, doctor’s offices, and everywhere else. They will hear radios broadcasting the news at home and in other peoples’ homes. And, of course, there’s social media.

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Building Habits of Evaluation into the Conversation & the Curriculum

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21st Century Vocabulary Words – Evaluation

A few days ago at the public library I overheard two teachers talking excitedly about a curriculum unit that they were developing. As the discussion progressed, they also began noting their frustration with the cavalier attitudes students demonstrate toward online resources. I was not surprised by the conversation.

Young people who are growing up today seem to navigate effortlessly through digital materials—learning resources, games, publications, websites, and apps—but we adults often forget their limited fluency when it comes to identifying the quality, reliability, and credibility of information. If they are to become good evaluators kids need lots of practice and plenty of time spent observing adult models.

As the educators continued talking, I thought about two 21st Century learning vocabulary words—evaluation and credibility—and mulled over how we get young people, in an age of unlimited content and information, to develop stronger habits of evaluation.
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