IB schools, which are constantly working to inspire their students and teachers to be Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced and Reflective have been teaching "digital literacy", "digital fluency", "computer literacy", "digital citizenship", etc. So have many other schools and organization, of course, but I think that in the IB context, these attributes are more than skill sets.
Long ago (2009), Chris Betcher posted this slide set on SlideShare.net:
In her recent post, Jennifer LaGarde shares a poster with much the same information, designed to help students spot Fake News. (There are many helpful resources on the web - do an image search for "evaluating websites" )
I've always thought that finding answers to the questions asked in these slides or posters are very difficult, if not impossible, for a student (hm, yes, and sometimes even for teachers), for reasons I will not digress upon here. (I would be happy to write about that in another post.)
If you Google 'fake news' you will of course get more results than you could read in a life time - 172.000.000. Some are more enlightening than others, and many, I'm sure, are "fake" - studies, webpages, reports, and news about news.
However, I can recommend a few:
- Most Students Don’t Know When News Is Fake, Stanford Study Finds Teens absorb social media news without considering the source; parents can teach research skills and skepticism posted on The Wall Street Journal web page by Sue Shellenbarger on Nov. 21, 2016. "Some 82% of middle-schoolers couldn’t distinguish between an ad labeled “sponsored content” and a real news story on a website, according to a Stanford University study of 7,804 students from middle school through college....Many students judged the credibility of newsy tweets based on how much detail they contained or whether a large photo was attached, rather than on the source."
- Joyce Valenza has written an excellent post on the School Library Journal blog. In Truth, truthiness, triangulation: A news literacy toolkit for a “post-truth” world, she writes that "Our kids need new types of filters. Beyond larger notions of information literacy, I see the case for a specific focus on news literacy. Not as a lesson of good vs. bad. Not as an attempt to pitch traditional media against social media or peer review against popular publication. Not through the examination of hoaky hoax sites. And certainly not as a one-of, checklist type of lesson for a 9th grade social studies teacher in September...This is a new landscape from the one we taught in even five years ago. We need new compasses for navigation." She shares this TEDEd video by Damon Brown which offers a student-friendly explanation as well as strategies for analyzing news sources:
- Lesson Plans bvaluating Sources in a ‘Post-Truth’ World: Ideas for Teaching and Learning About Fake NewsJanuary 2017 on the New York Times web page: E