Posts Tagged ‘propaganda’

teaching visual literacy

Teaching Visual Literacy: Images and Propaganda

Teaching Visual Literacy: Images and Propaganda

Ask your students some of these questions:

  1. What is propaganda?
  2. Can the same photograph be used as propaganda and as ‘pure’ reporting? (Can they cite other examples?)
  3. What was the mission of the FSA photographers? Did they adhere to the mission or stray from it?
  4. Did the photographers themselves believe they were on a “propaganda” mission or something else?
  5. Did President Roosevelt see the images as helping get political support for “The New Deal”?
  6. Did the FSA photographs result in “social change”? (What was Lange’s conclusion?)
  7. In what ways is photography being used today to document people and conditions we might not be aware of? Locate examples.

Image literacy is important

Today’s students are part of an increasingly visual world. Images in textbooks, in the news, and elsewhere are perfect teachable texts that can be engaging and thought-provoking for tweens and teens. They also have potential as part of lessons that emphasize social-emotional learning and empathy.

When teachers take the time to introduce students to historical images, and the photographers who captured them, we are once again satisfying many of the goals of American education.

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more on visual literacy in this IMS blog
http://blog.stcloudstate.edu/ims?s=visual+literacy

fake news disinformation propaganda

the secret of freedom

the secret of freedom

if we are in a post-truth moment then we need to understand the tools we have at hand to deal with falsehoods.

Tom Dickinson describes four different types of distributed ‘fake news’.

‘Fake news’ is lazy language. Be specific. Do you mean:
A) Propaganda
B) Disinformation
C) Conspiracy theory
D) Clickbait

The RAND Corporation, a US think-tank with strong ties to the military industrial complex, recently looked at the influence of the Russian Propaganda Model and how best to deal with it.

Three factors have been shown to increase the (limited) effectiveness of retractions and refutations: (1) warnings at the time of initial exposure to misinformation, (2) repetition of the retraction or refutation, and (3) corrections that provide an alternative story to help fill the resulting gap in understanding when false ‘facts’ are removed.

Critical thinking requires us to constantly question assumptions, especially our own. To develop these skills, questioning must be encouraged. This runs counter to most schooling and training practices. When do students or employees get to question underlying assumptions of their institutions? If they cannot do this, how can we expect them to challenge various and pervasive types of ‘fake news’?

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more on fake news in this IMS blog
http://blog.stcloudstate.edu/ims?s=fake+news