Addressing Misinformation, Bias, and News Literacy
Through this four-part virtual series facilitated by the News Literacy Project and the University Library, faculty were provided with approaches to help students understand bias and identify misleading, inaccurate, and false information. An emphasis was placed on integrating news literacy concepts in the classroom and building a knowledge of today's information landscape. The first three sessions were facilitated by John Silva, Senior Director of Professional Learning at The News Literacy Project. Learn more about the News Literacy Project here.
To learn more about this topic, please view our resources and recordings of each session down below.
Session 1: Teaching digital verification to spark news literacy learning
Dive into the tools and skills needed to verify the authenticity of information and learn to create engaging fact-checking investigations that empower students to investigate and debunk viral content. Topics include learning to use reverse image searches to determine authenticity of photos and video; using archivers to explore deleted or changed content; developing critical observation skills to determine original context; and using Google Street View to confirm locations.
- View the session 1 recording here.
- View the presentation slides from session 1 here.
- View the chat box from session 1 here.
Session 2: Exploring the misinformation landscape
Learn how to teach students to move beyond the unhelpful term “fake news” to more precisely identify the many types of misleading, inaccurate and false information that they encounter. Explore motivations behind different types of propagators of misinformation and learn fact-checking basics to help encourage student learning. By teaching a deeper understanding of misinformation, students can become less susceptible to it and more likely to prioritize reliable, verified sources of news and information.
Session 3: Understanding bias - a nuanced approach to a vital news literacy topic
People frequently perceive and allege bias in news coverage, but what does this really mean? What makes a piece of news biased, and who decides? What role do our own biases play in our perceptions of bias? In this session we’ll help you teach this vital, controversial, complex topic in ways that empower students to meaningfully evaluate the fairness and impartiality of news coverage.
Session 4: Discuss and share strategies and assignments
Share how you have addressed misinformation, bias and news literacy and get ideas for adding strategies and assignments to your courses. This open discussion was facilitated by Sara Memmott and Sarah Fabian, University Library.