Searching for "FAKE NEWS"

K12 media literacy

Report: Florida, Ohio called ‘advanced leaders’ in K-12 media literacy efforts

Advocacy group Media Literacy Now says 14 states have laws with “some media-literacy language” and others will consider bills this year, but some say progress “is too slow.”

https://www.educationdive.com/news/report-florida-ohio-called-advanced-leaders-in-k-12-media-literacy-effo/569879/

Erin McNeill, president and board member of Media Literacy Now

Media Literacy Now considers digital citizenship as part of media literacy — not the other way around

nine states — California, Colorado, Connecticut, Illinois, Massachusetts, Minnesota, New Jersey, Rhode Island and Utah — are identified as “emerging leaders” for “beginning the conversation” and consulting with experts and others.

Calls for increased attention to media literacy skills and demand from educators for training in this area increased following an outbreak of “fake news” reports associated with the 2016 presidential election. Studies and assessments showing students are easily misled by digital information have also contributed to a sense of urgency.

because the topic can fit into multiple content areas, it can also be overlooked because of other pressures on teachers. Media literacy, the group notes, also “encompasses the foundational skills of digital citizenship and internet safety including the norms of appropriate, responsible, ethical, and healthy behavior, and cyberbullying prevention.”

Lawmakers in Missouri and South Carolina have also pre-filed versions of Media Literacy Now’s model bill, the report noted, and legislation is expected in Hawaii and Arizona.

the News Literacy Project and the Center for New Literacy’s summer academy.

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more on media literacy in this iMS blog
https://blog.stcloudstate.edu/ims?s=media+literacy

illusory truth effect

When False Claims Are Repeated, We Start To Believe They Are True

When False Claims Are Repeated, We Start To Believe They Are True — Here’s How Behaving Like A Fact-Checker Can Help

September 12, 2019

This phenomenon, known as the “illusory truth effect”, is exploited by politicians and advertisers — and if you think you are immune to it, you’re probably wrong. In fact, earlier this year we reported on a study that found people are prone to the effect regardless of their particular cognitive profile.

study in Cognition has found that using our own knowledge to fact-check a false claim can prevent us from believing it is true when it is later repeated. But we might need a bit of a nudge to get there.

The researchers found that participants who had focussed on how interesting the statements were in the first part of the study showed the illusory truth effect

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more on Fake News in this IMS blog

Hong Kong and technology

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more on facial recognition in this IMS blog
https://blog.stcloudstate.edu/ims?s=facial+recognition

more on surveillance in this IMS blog
https://blog.stcloudstate.edu/ims?s=surveillance

social media and students

https://www.edsurge.com/news/2019-01-16-here-s-what-happened-when-students-solved-social-media-problems-with-design-thinking

“Social: The New Media.” So I got to work, curating a playlist of videos on topics I wanted them to explore—such as the well-publicised problems with social media platforms and false news

the Stanford History Education Group (SHEG), Google’s Applied Digital Skills and the archives of The Sift from the News Literacy Project.

certification with Future Design School, and equipped with their curriculum app,

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more on social media and education in this IMS blog
https://blog.stcloudstate.edu/ims?s=social+media+education

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

eliminate librarians

Washington district latest to eliminate librarians

April 18, 2019

https://www.educationdive.com/news/washington-district-latest-to-eliminate-librarians/552914/

As school districts prioritize their budget needs for the coming year, there is a temptation to cut school librarian positions or reduce them to part-time status as some school districts are doing. The decision in SPS also comes as President Donald Trump, for a third time, has proposed to cut federal funding for the Institute for Museum and Library Services, which provides grants to both public and school libraries.

Research supports the impact that school librarians make on academic achievement, especially with regard to reading and writing scores. For instance, a Pennsylvania study cited in the Spokesman-Review article notes that 1.6% fewer students tested at the below basic level in reading when they had access to full-time librarians. The difference was even greater for minority students and those with disabilities, averaging at about a 5% improvement for those populations. Other research also supports the academic benefit of school librarians and demonstrates how they contribute to learning gains.

But modern school librarians offer so much more. They also teach digital literacy and digital citizenship in a day of easy access to misleading information and fake news. Many oversee makerspaces in libraries and learning centers that have been updated to meet a host of student needs. And they support teachers and administrators by researching information, helping with lesson plans, culling websites to create links that provide the most relevant information, and assisting with technology needs.

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more on school librarians in this IMS blog
https://blog.stcloudstate.edu/ims?s=school+librarian

Innovative Pedagogy

Rebecca Ferguson
  • Senior lecturer in the Institute of Educational Technology (IET) at The Open University in the UK
  • Senior fellow of the Higher Education Academy
TODAY, Thursday at 1:00 PM CT
JOIN HERE
This Week:
An interactive discussion on the Innovating Pedagogy 2019 report from The Open University
About the Guest
Rebecca is a senior lecturer in the Institute of Educational Technology (IET) at The Open University in the UK and a senior fellow of the Higher Education Academy. Her primary research interests are educational futures, and how people learn together online and I supervise doctoral students in both these areas.
Rebecca worked for several years as a researcher and educator on the Schome project, which focuses on educational futures, and was also the research lead on the SocialLearn online learning platform, and learning analytics lead on the Open Science Lab (Outstanding ICT Initiative of the Year: THE Awards 2014). She is currently a pedagogic adviser to the FutureLearn MOOC platform, and evaluation lead on The Open University’s FutureLearn MOOCs. She is an active member of the Society for Learning Analytics Research, and have co-chaired many learning analytics events, included several associated with the Learning Analytics Community Exchange (LACE), European Project funded under Framework 7.
Rebecca’s most recent book, Augmented Education, was published by Palgrave in spring 2014.
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My notes
innovative assessment is needed for innovative pedagogy.
Analytics. what is I want to know about my learning (from the learner’s perspective)
Ray Garcelon
How is “stealth assessment” unique compared to formative assessment?
students teaching robots
learning analytics, Rebecca is an authority.
how to assess resources are trustworthy, fake news and social media, navigating post-truth society
how to advance the cause of empathy through technological means
gamification. XR safer environment. digital storytelling and empathy.
poll : learning with robots –
digital literacy and importance for curriculum primary, secondary and post secondary level.
digital literacy is changing every year;
drones
Buckingham Shum, S., & Ferguson, R. (2012). Social Learning Analytics. Educational Technology & Society15(3), 3–26.https://mnpals-scs.primo.exlibrisgroup.com/discovery/fulldisplay?docid=ericEJ992500&context=PC&vid=01MNPALS_SCS:SCS&search_scope=MyInst_and_CI&tab=Everything&lang=en
Mor, Y., Ferguson, R., & Wasson, B. (2015). Editorial: Learning design, teacher inquiry into student learning and learning analytics: A call for action. British Journal of Educational Technology46(2), 221–229. https://doi.org/10.1111/bjet.12273
Rebecca Ferguson. (2014). Learning Analytics: drivers, developments and challenges. TD Tecnologie Didattiche22(3), 138–147. https://doi.org/10.17471/2499-4324/183
Hansen, C., Emin, V., Wasson, B., Mor, Y., Rodriguez-Triana, M., Dascalu, M., … Pernin, J. (2013). Towards an Integrated Model of Teacher Inquiry into Student Learning, Learning Design and Learning Analytics. Scaling up Learning for Sustained Impact – Proceedings of EC-TEL 20138095, 605–606. https://doi.org/10.1007/978-3-642-40814-4_73
how to decolonize educational technology: MOOCs coming from the big colonial powers, not from small countries. Video games: many have very colonial perspective
strategies for innovative pedagogies: only certainly groups or aspects taking into account; rarely focus on support by management, scheduling, time tabling, tech support.

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more on future trends in this IMS blog
https://blog.stcloudstate.edu/ims?s=future+trends

Facebook Digital Gangsters

Facebook labelled ‘digital gangsters’ by report on fake news

Company broke privacy and competition law and should be regulated urgently, say MPs

http://www.theguardian.com/technology/2019/feb/18/facebook-fake-news-investigation-report-regulation-privacy-law-dcms

https://abcn.ws/2NjmNoZ

See also: https://blog.stcloudstate.edu/ims/2019/02/20/digital-destruction-of-democracy/

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more on Facebook in this IMS blog
https://blog.stcloudstate.edu/ims?s=facebook

fact-check information

One Gut Check and Four Steps Students Can Apply to Fact-Check Information

https://www.kqed.org/mindshift/49580/one-gut-check-and-four-steps-students-can-apply-to-fact-check-information  

Stanford University report found that more than 80 percent of middle schoolers didn’t understand that the phrase “sponsored content” meant “advertising.”

  1. Check for previous work: Look around to see if someone else has already fact-checked the claim or provided a synthesis of research. [Some places to look: WikipediaSnopesPolitifact and NPR’s own Fact Check website.]
  2. Go upstream to the source: Most web content is not original. Get to the original source to understand the trustworthiness of the information. Is it a reputable scientific journal? Is there an original news media account from a well-known outlet? If that’s not immediately apparent, then move to step 3.
  3. Read laterally: Once you get to the source of a claim, read what other people say about the source (publication, author, etc.). The truth is in the network.
  4. Circle back: If you get lost, or hit dead ends or find yourself going down a rabbit hole, back up and start over.

Caulfield is also the director of the Digital Polarization Initiative of the American Association of State Colleges and Universities‘s American Democracy Project. Starting this spring, the initiative will bring at least 10 universities together to promote web literacy.

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

Russian Influence Operations on Twitter

Russian Influence Operations on Twitter

Summary This short paper lays out an attempt to measure how much activity from Russian state-operated accounts released in the dataset made available by Twitter in October 2018 was targeted at the United Kingdom. Finding UK-related Tweets is not an easy task. By applying a combination of geographic inference, keyword analysis and classification by algorithm, we identified UK-related Tweets sent by these accounts and subjected them to further qualitative and quantitative analytic techniques.

We find:

 There were three phases in Russian influence operations : under-the-radar account building, minor Brexit vote visibility, and larger-scale visibility during the London terror attacks.

 Russian influence operations linked to the UK were most visible when discussing Islam . Tweets discussing Islam over the period of terror attacks between March and June 2017 were retweeted 25 times more often than their other messages.

 The most widely-followed and visible troll account, @TEN_GOP, shared 109 Tweets related to the UK. Of these, 60 percent were related to Islam .

 The topology of tweet activity underlines the vulnerability of social media users to disinformation in the wake of a tragedy or outrage.

 Focus on the UK was a minor part of wider influence operations in this data . Of the nine million Tweets released by Twitter, 3.1 million were in English (34 percent). Of these 3.1 million, we estimate 83 thousand were in some way linked to the UK (2.7%). Those Tweets were shared 222 thousand times. It is plausible we are therefore seeing how the UK was caught up in Russian operations against the US .

 Influence operations captured in this data show attempts to falsely amplify other news sources and to take part in conversations around Islam , and rarely show attempts to spread ‘fake news’ or influence at an electoral level.

On 17 October 2018, Twitter released data about 9 million tweets from 3,841 blocked accounts affiliated with the Internet Research Agency (IRA) – a Russian organisation founded in 2013 and based in St Petersburg, accused of using social media platforms to push pro-Kremlin propaganda and influence nation states beyond their borders, as well as being tasked with spreading pro-Kremlin messaging in Russia. It is one of the first major datasets linked to state-operated accounts engaging in influence operations released by a social media platform.

Conclusion

This report outlines the ways in which accounts linked to the Russian Internet ResearchAgency (IRA) carried out influence operations on social media and the ways their operationsintersected with the UK.The UK plays a reasonably small part in the wider context of this data. We see two possibleexplanations: either influence operations were primarily targeted at the US and British Twitterusers were impacted as collate, or this dataset is limited to US-focused operations whereevents in the UK were highlighted in an attempt to impact US public, rather than a concertedeffort against the UK. It is plausible that such efforts al so existed but are not reflected inthis dataset.Nevertheless, the data offers a highly useful window into how Russian influence operationsare carried out, as well as highlighting the moments when we might be most vulnerable tothem.Between 2011 and 2016, these state-operated accounts were camouflaged. Through manualand automated methods, they were able to quietly build up the trappings of an active andwell-followed Twitter account before eventually pivoting into attempts to influence the widerTwitter ecosystem. Their methods included engaging in unrelated and innocuous topics ofconversation, often through automated methods, and through sharing and engaging withother, more mainstream sources of news.Although this data shows levels of electoral and party-political influence operations to berelatively low, the day of the Brexit referendum results showed how messaging originatingfrom Russian state-controlled accounts might come to be visible on June 24th 2016, we believe UK Twitter users discussing the Brexit Vote would have encountered messages originating from these accounts.As early as 2014, however, influence operations began taking part in conversations aroundIslam, and these accounts came to the fore during the three months of terror attacks thattook place between March and June 2017. In the immediate wake of these attacks, messagesrelated to Islam and circulated by Russian state-operated Twitter accounts were widelyshared, and would likely have been visible in the UK.The dataset released by Twitter begins to answer some questions about attempts by a foreignstate to interfere in British affairs online. It is notable that overt political or electoralinterference is poorly represented in this dataset: rather, we see attempts at stirring societaldivision, particularly around Islam in the UK, as the messages that resonated the most overthe period.What is perhaps most interesting about this moment is its portrayal of when we as socialmedia users are most vulnerable to the kinds of messages circulated by those looking toinfluence us. In the immediate aftermath of terror attacks, the data suggests, social mediausers were more receptive to this kind of messaging than at any other time.

It is clear that hostile states have identified the growth of online news and social media as aweak spot, and that significant effort has gone into attempting to exploit new media toinfluence its users. Understanding the ways in which these platforms have been used tospread division is an important first step to fighting it.Nevertheless, it is clear that this dataset provides just one window into the ways in whichforeign states have attempted to use online platforms as part of wider information warfare
and influence campaigns. We hope that other platforms will follow Twitter’s lead and release
similar datasets and encourage their users to proactively tackle those who would abuse theirplatforms.

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more on cybersecurity in this IMS blog
https://blog.stcloudstate.edu/ims?s=cybersecurity

media literacy backfire

Did Media Literacy Backfire?

Jan 5, 2017danah boyd

https://points.datasociety.net/did-media-literacy-backfire-7418c084d88d

Understanding what sources to trust is a basic tenet of media literacy education.

Think about how this might play out in communities where the “liberal media” is viewed with disdain as an untrustworthy source of information…or in those where science is seen as contradicting the knowledge of religious people…or where degrees are viewed as a weapon of the elite to justify oppression of working people. Needless to say, not everyone agrees on what makes a trusted source.

Students are also encouraged to reflect on economic and political incentives that might bias reporting. Follow the money, they are told. Now watch what happens when they are given a list of names of major power players in the East Coast news media whose names are all clearly Jewish. Welcome to an opening for anti-Semitic ideology.

In the United States, we believe that worthy people lift themselves up by their bootstraps. This is our idea of freedom. To take away the power of individuals to control their own destiny is viewed as anti-American by so much of this country. You are your own master.

Children are indoctrinated into this cultural logic early, even as their parents restrict their mobility and limit their access to social situations. But when it comes to information, they are taught that they are the sole proprietors of knowledge. All they have to do is “do the research” for themselves and they will know better than anyone what is real.

Combine this with a deep distrust of media sources.

Many marginalized groups are justifiably angry about the ways in which their stories have been dismissed by mainstream media for decades.It took five days for major news outlets to cover Ferguson. It took months and a lot of celebrities for journalists to start discussing the Dakota Pipeline. But feeling marginalized from news media isn’t just about people of color.

Keep in mind that anti-vaxxers aren’t arguing that vaccinations definitively cause autism. They are arguing that we don’t know. They are arguing that experts are forcing children to be vaccinated against their will, which sounds like oppression. What they want is choice — the choice to not vaccinate. And they want information about the risks of vaccination, which they feel are not being given to them. In essence, they are doing what we taught them to do: questioning information sources and raising doubts about the incentives of those who are pushing a single message. Doubt has become tool.

Addressing so-called fake news is going to require a lot more than labeling. It’s going to require a cultural change about how we make sense of information, whom we trust, and how we understand our own role in grappling with information. Quick and easy solutions may make the controversy go away, but they won’t address the underlying problems.

In the United States, we’re moving towards tribalism (see Fukuyama), and we’re undoing the social fabric of our country through polarization, distrust, and self-segregation.

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boyd, danah. (2014). It’s Complicated: The Social Lives of Networked Teens (1 edition). New Haven: Yale University Press.
p. 8 networked publics are publics that are reconstructed by networked technologies. they are both space and imagined community.
p. 11 affordances: persistence, visibility, spreadability, searchability.
p. technological determinism both utopian and dystopian
p. 30 adults misinterpret teens online self-expression.
p. 31 taken out of context. Joshua Meyrowitz about Stokely Charmichael.
p. 43 as teens have embraced a plethora of social environment and helped co-create the norms that underpin them, a wide range of practices has emerged. teens have grown sophisticated with how they manage contexts and present themselves in order to be read by their intended audience.
p. 54 privacy. p. 59 Privacy is a complex concept without a clear definition. Supreme Court Justice Brandeis: the right to be let alone, but also ‘measure of th access others have to you through information, attention, and physical proximity.’
control over access and visibility
p. 65 social steganography. hiding messages in plain sight
p. 69 subtweeting. encoding content
p. 70 living with surveillance . Foucault Discipline and Punish
p. 77 addition. what makes teens obsessed w social media.
p. 81 Ivan Goldberg coined the term internet addiction disorder. jokingly
p. 89 the decision to introduce programmed activities and limit unstructured time is not unwarranted; research has shown a correlation between boredom and deviance.
My interview with Myra, a middle-class white fifteen-year-old from Iowa, turned funny and sad when “lack of time” became a verbal trick in response to every question. From learning Czech to trakc, from orchestra to work in a nursery, she told me that her mother organized “98%” of her daily routine. Myra did not like all of these activities, but her mother thought they were important.
Myra noted that her mother meant well, but she was exhausted and felt socially disconnected because she did not have time to connect with friends outside of class.
p. 100 danger
are sexual predators lurking everywhere
p. 128 bullying. is social media amplifying meanness and cruelty.
p. 131 defining bullying in a digital era. p. 131 Dan Olweus narrowed in the 70s bulling to three components: aggression, repetition and imbalance on power. p. 152 SM has not radically altered the dynamics of bullying, but it has made these dynamics more visible to more people. we must use this visibility not to justify increased punishment, but to help youth who are actually crying out for attention.
p. 153 inequality. can SM resolve social divisions?
p. 176 literacy. are today’s youth digital natives? p. 178 Barlow and Rushkoff p. 179 Prensky. p. 180 youth need new literacies. p. 181 youth must become media literate. when they engage with media–either as consumers or producers–they need to have the skills to ask questions about the construction and dissemination of particular media artifacts. what biases are embedded in the artifact? how did the creator intend for an audience to interpret the artifact, and what are the consequences of that interpretation.
p. 183 the politics of algorithms (see also these IMS blog entries https://blog.stcloudstate.edu/ims?s=algorithms) Wikipedia and google are fundamentally different sites. p. 186 Eli Pariser, The Filter Bubble: the personalization algorithms produce social divisions that undermine any ability to crate an informed public. Harvard’s Berkman Center have shown, search engines like Google shape the quality of information experienced by youth.
p. 192 digital inequality. p. 194 (bottom) 195 Eszter Hargittai: there are signifficant difference in media literacy and technical skills even within age cohorts. teens technological skills are strongly correlated with socio-economic status. Hargittai argues that many youth, far from being digital natives, are quite digitally naive.
p. 195 Dmitry  Epstein: when society frames the digital divide as a problem of access, we see government and industry as the responsible party for the addressing the issue. If DD as skills issue, we place the onus on learning how to manage on individuals and families.
p. 196 beyond digital natives

Palfrey, J., & Gasser, U. (2008). Born Digital: Understanding the First Generation of Digital Natives (1 edition). New York: Basic Books.

John Palfrey, Urs Gasser: Born Digital
Digital Natives share a common global culture that is defined not by age, strictly, but by certain attributes and experience related to how they interact with information technologies, information itself, one another, and other people and institutions. Those who were not “born digital’ can be just as connected, if not more so, than their younger counterparts. And not everyone born since, say 1982, happens to be a digital native.” (see also https://blog.stcloudstate.edu/ims/2018/04/15/no-millennials-gen-z-gen-x/

p. 197. digital native rhetoric is worse than inaccurate: it is dangerous
many of the media literacy skills needed to be digitally savvy require a level of engagement that goes far beyond what the average teen pick up hanging out with friends on FB or Twitter. Technical skills, such as the ability to build online spaces requires active cultivation. Why some search queries return some content before others. Why social media push young people to learn how to to build their own systems, versus simply using a social media platforms. teens social status and position alone do not determine how fluent or informed they are via-a-vis technology.
p. 199 Searching for a public on their own

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Daum, M. (2018, August 24). My Affair With the Intellectual Dark Web – Great Escape. Retrieved October 9, 2018, from https://medium.com/s/greatescape/nuance-a-love-story-ae6a14991059

the intellectual dark web

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

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

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