“In a “post-truth” era where people are increasingly influenced by their emotions and beliefs over factual information, fact and fiction can be difficult to distinguish, and fake news can spread rapidly through mainstream media sources and social networks. Moreover, fake news is often meant to do harm, by tricking us into believing a lie or unfairly discrediting a person or political movement.”

The paragraph above sums up exactly why we as teachers have an imperative part to play in acquiring the skills required to recognize what is fake vs real. Helping students develop a critical lens of the content they are consuming is an essential skill in the interest of their well-being.

Ways to Implement Digital Literacy in Your Classroom

I intend to work with middle years students – they are likely familiar with social media, advertising, and scammers.

Some potential strategies are:

• Focus on teaching students investigative techniques that involve using information verification websites like FactsCan, Snopes, as well as tools such as Google’s “search by image” feature or resources like VerificationHandbook.com. Additionally, students can explore professional fact-checking methods, such as reading laterally—cross-referencing multiple websites instead of delving deeper into a single site.

• Teaching students how to check for: copyright, website credibility, the publishing date, whether or not the information is realistic and matches what they already know, and how to verify the information across multiple different sources.

• Teaching them WHEN it is appropriate to ask Google a question and HOW to identify a credible website that is secure, not sponsored, and from a real source that uses research or is written by someone who has expertise in that field.
  • For example: A survey from Northwestern University showed that about 100 college students went online to answer questions that matter to them like: “how to advise a female friend who’s desperate to prevent pregnancy after her boyfriend’s condom broke.”
    • The biggest factor in deciding which website to choose was the placement in the search results.
      • That means students ignored the sponsoring organization and the author completely, putting blind trust into assuming that the “top result is best”.
      • The students are not to blame for these mistakes, rather we must teach them the proper strategies to critically examine the information they are reading to help eliminate these problems from reoccurring.
  • Teaching them how to choose their news
    • Starting from the beginning, explain how the news was initially started and how we’ve ended up where we are now where absolutely anyone can act as a reporter online from their own personal media outlet.
      • To find information that is true (or at least close):
        • Show them how to find the actual materials and judge for themselves (rather than a politican’s speech, or a scientific article
        • For current events – follow reporters on social media

• • • • • During major events, newscasters and bloggers will post updates and recordings from people actually on the scenes of the events
          • Rather than reading the polished versions of the stories that are interpreted by the editors.

Curriculum Ties

• From the SK Curriculum, Grade 8 outcomes & indicators that point to digital literacy are:
  • CR8.4: “View critically and demonstrate comprehension of a variety of visual and multimedia texts including videos, television broadcasts, informational presentations, dramatic presentations, websites, and news programs to locate and interpret key messages and details, to develop conclusions, opinions, and understanding, and to evaluate the effectiveness of the text.“
    • Demonstrate ability to navigate and process information when viewing websites, films, videos, and presentations.
    • Identify the different techniques (including data displays) used in different media works (including digital) to impact viewers.
  • CC 8.2: “Create and present a group inquiry project related to a topic, theme, or issue studied in English language arts.“
  • AR8.1: “Use information gathered in self-assessment and teacher’s assessment to develop and work on goals for improving viewing, listening, reading, representing, speaking, and writing.“
  • If we begin by teaching them the strategies listed above, then allow them to actually create something, as well as pose an assessment on how well they did so.

NCTE Framework

• “The world demands that a literate person possess and intentionally apply a wide range of skills, competencies, and dispositions. These literacies are interconnected, dynamic, and malleable.“
• NCTE addresses a number of important points to incorporate into our classrooms:
  • Participating Effectively and Critically in the Networked World
    • Showing our learners how to be a part of the digital world positively in a social way by building connections with people, information, and ideas.
    • How to work together to find reliable information and critically consume it together.
    • When creating my lessons and assessing the students, I will ask questions such as:
      • “Do learners select, evaluate, and use digital tools and resources that match the work they are doing?”
      • “Do learners analyze information for authorial intent, positioning, and how language, visuals, and audio are being used?”
      • “Do learners find relevant and reliable sources that meet their needs?”
  • Explore & Engage Critically Across a Wide Variety of Modalities
    • Help students acquire the knowledge and understanding of the wide variety of texts and tools available and how to use them intentionally.
    • Giving them the confidence and skills to make choices and use texts and tools in ways that match purpose.
    • When creating & assessing, I can ask questions such as:
      • “Do learners seek out texts that consider multiple perspectives and broaden their understanding of the world?”
      • “Do learners critically analyze a variety of information and ideas from a variety of sources?”
      • “Do learners use tools to deepen understandings, to share ideas, and to build on others’ thinking?”
  • The National Council of Teachers of English is undoubtedly an amazing resource to sum up the Who, What, When, Where, and Why Questions we may have when it comes to asking these questions about digital literacy.

Photo References:

https://the.ismaili/mozambique/how-can-we-be-more-digitally-literate

https://www.needpix.com/photo/download/256333/google-question-online-search-search-web-page-web-address-internet-search-engine-www#google_vignette

https://www.yourdictionary.com/articles/digital-literacy-communication-tips

https://ed.ted.com/lessons/how-to-choose-your-news-damon-brown#watch

https://www.ictcertified.com/ict-for-schools/grades5-8.php