Archive of ‘media literacy’ category

Getting the most out of Wikibase4Lib

Getting the most out of Wikibase4Lib


Jim Hahn, Timothy Ryan Mendenhall, Esther Jackson

Monday May 23, 2022 | 9am-12pm EDT | Hayes Hall, University at Buffalo | Conference Website


Workshop Summary

This three hour session will provide an introduction to getting Wikibase, the software that powers Wikidata, configured on your local machine by way of Docker Desktop. The session includes an accessible and newbie friendly introduction to using Docker on your laptop, followed by a necessary (though not overly technical) delineation of the unique technology stack that makes up the Wikibase linked data system.

fake news society schools

https://www.edsurge.com/news/2022-05-05-are-we-doomed-to-a-culture-where-fake-news-wins-not-if-schools-can-help-it

this infographic from the European Association for Viewers Interests which took me on a tour of ten types of misleading news—propaganda, clickbait, sponsored content, satire and hoax, error, partisan, conspiracy theory, pseudoscience, misinformation and bogus information.

  • recognize our own biases
  • “nonsense detectors
  • we examine and analyze the authority of the original source
  • we should triangulate the information

India privacy

https://www.cnet.com/news/privacy/india-orders-vpn-companies-to-collect-and-hand-over-user-data/

A new government order will force virtual private networks to store user data for five years or longer.

The directive isn’t limited to VPN providers. Data centers and cloud service providers are both listed under the same provision. The companies will have to keep customer information even after the customer has canceled their subscription or account.

India has a history of applying a heavy hand to online activity.

In April, India banned 22 YouTube channels. In 2021, Facebook, Google Twitter ended a tense stand-off with the Indian government when they largely complied with the government’s expanded control over social media content in the country. In 2020, the country banned over 200 Chinese apps, including TikTok, and ultimately banned 9,849 social media URLs.

deep fakes trusted more the real pictures

People trust AI fake faces more than real ones, research suggests

Researchers behind the study are calling for safeguards to prevent deep fakes.

https://www.freethink.com/technology/ai-fake-faces-trustwortiness

Ethical AI tools

Using AI responsibly is the “immediate challenge” facing the field of AI governance, the World Economic Forum says.

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

social media and social credit system

One of China’s biggest social networks is revealing user locations to head off ‘bad behaviour’

https://www.techradar.com/news/one-of-chinas-biggest-social-networks-is-revealing-user-locations-to-head-off-bad-behaviour

euters reports that Weibo will begin showing the rough locations of its users using IP addresses to combat “bad behaviour” online. The locations show up on both profiles and posts.

Chinese citizens have long resorted to using VPNs and other privacy tools to help either access non-Chinese services or speak freely online and you can see why.

In a similar view to the Panopticon, visibly showing users that the service knows where they are will lead to self-censorship, reducing the strain on Chinese censors to cover an internet with hundreds of millions of users.

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more on social credit system in this IMS blog
https://blog.stcloudstate.edu/ims?s=china+social

autocrats and Soviet children’s literature

To understand modern autocrats, read Soviet children’s literature

https://www.economist.com/culture/2022/02/23/to-understand-modern-autocrats-read-soviet-childrens-literature

The dragons are back, from Ankara to Moscow, hoodwinking their peoples while claiming to protect them from non-existent threats. Some of their subjects tolerate them; many cheer them on. Shvarts captures it all: the lies which tyrants spread to mask their depredations as patriotism, their cynical insistence that resistance is futile and their need to murder those who speak the truth.

critical news literacy session

Critical news literacy session for social policy analysis course

Katie Querna, Thursday, 11AM, Stewart Hall

post Higher Ed Learning Collective

https://www.theguardian.com/world/2022/feb/21/dumb-and-lazy-the-flawed-films-of-ukrainian-attacks-made-by-russias-fake-factory

https://english.elpais.com/science-tech/2022-02-24/the-war-in-ukraine-via-tiktok-how-ordinary-citizens-are-recording-russian-troops.html

+++ please cover this information at home and bring your ideas and questions to class +++++

Most students can’t tell fake news from real news, study shows
Read more: https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-3/

Module 1 (video to introduce students to the readings and expected tasks)

  1. Fake News / Misinformation / Disinformation
    1. Definitions
      1. Fake news, alternative facts
        https://blog.stcloudstate.edu/ims?s=fake+news
        https://blog.stcloudstate.edu/ims?s=alternative+facts
      2. Misinformation vs disinformation
        https://blog.stcloudstate.edu/ims/2018/02/18/fake-news-disinformation-propaganda/

        1. Propaganda
        2. Conspiracy theories
          1. Bots, trolls
            https://blog.stcloudstate.edu/ims/2017/11/22/bots-trolls-and-fake-news/
            https://blog.stcloudstate.edu/ims/2020/04/30/fake-social-media-accounts-and-politicians/
            https://blog.stcloudstate.edu/ims/2020/01/20/bots-and-disinformation/
        3. Clickbait
          Filter bubbles, echo chambers
          (8 min) video explains filter bubbles
          https://www.ted.com/talks/eli_pariser_beware_online_filter

+++++ thank you for covering this information at home. Pls don’t forget to bring your q/s and ideas to class +++++

Why we are here today?
We need to look deeper in the current 21stcentury state of information and disinformation and determine how such awareness can help policy analysis. 
How do we make up our mind about news and information; where from we get our info; who do we believe, who do we mistrust. 

What do you understand under the following three items and their place in our efforts to analyze policies?
“critical thinking,” https://blog.stcloudstate.edu/ims/2014/05/11/the-5-step-model-to-teach-students-critical-thinking-skills/

“media literacy,” “Media Literacy now considers digital citizenship as part of media literacy — not the other way around”
https://blog.stcloudstate.edu/ims/2020/01/07/k12-media-literacy/

“critical [news] literacy”
https://youtu.be/i2WyIkK9IOg

how do these three items assist a better analysis of policies?

Class assignment:
Share a topic which is very much to your heart.
Please feel welcome to use the following resources and/or contribute with your own resources to determine the sources and potential bias

library spot fake news

fake news resources

fake news and video

Feel free also to use the following guidelines when establishing the veracity of information:

Here is a short (4 min) video introducing you to the well-known basics for evaluation of academic literature:
https://youtu.be/qUd_gf2ypk4

  1. ACCURACY
    1. Does the author cite reliable sources?
    2. How does the information compare with that in other works on the topic?
    3. Can you determine if the information has gone through peer-review?
    4. Are there factual, spelling, typographical, or grammatical errors?
  2. AUDIENCE
    1. Who do you think the authors are trying to reach?
    2. Is the language, vocabulary, style and tone appropriate for intended audience?
    3. What are the audience demographics? (age, educational level, etc.)
    4. Are the authors targeting a particular group or segment of society?
  3. AUTHORITY
    1. Who wrote the information found in the article or on the site?
    2. What are the author’s credentials/qualifications for this particular topic?
    3. Is the author affiliated with a particular organization or institution?
    4. What does that affiliation suggest about the author?
  4. CURRENCY
    1. Is the content current?
    2. Does the date of the information directly affect the accuracy or usefulness of the information?
  5. OBJECTIVITY/BIAS
    1. What is the author’s or website’s point of view?
    2. Is the point of view subtle or explicit?
    3. Is the information presented as fact or opinion?
    4. If opinion, is the opinion supported by credible data or informed argument?
    5. Is the information one-sided?
    6. Are alternate views represented?
    7. Does the point of view affect how you view the information?
  6. PURPOSE
    1. What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
    2. Does the purpose affect how you view the information presented?

In 2021, however, all suggestions above may not be sufficient to distinguish a reliable source of information, even if the article made it through the peer-reviewed process. In time, you should learn to evaluate the research methods of the authors and decide if they are reliable. Same applies for the research findings and conclusions.

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Aditional topics and ideas for exploring at home:
civil disobedience

https://blog.stcloudstate.edu/ims/2014/09/30/disruptive-technologies-from-swarming-to-mesh-networking/
https://blog.stcloudstate.edu/ims/2019/08/30/tik-tok-students-and-teachers/
https://news.softpedia.com/news/Venezuela-Blocks-Walkie-Talkie-App-Zello-Amid-Protests-428583.shtml
http://www.businessinsider.com/yo-updates-on-israel-missile-attacks-2014-7

https://blog.stcloudstate.edu/ims/2016/11/14/internet-freedom/
https://blog.stcloudstate.edu/ims/2016/08/31/police-to-block-social-media/
https://blog.stcloudstate.edu/ims/2016/04/04/technology-and-activism/

Germany Russia and RT

Russia to target German media in response to German ban on RT TV

https://www.reuters.com/business/media-telecom/russia-target-german-media-response-german-ban-rt-tv-2022-02-02/

In December, YouTube had removed RT DE, saying it violated community standards, and the MABB media watchdog for Berlin and the state of Brandenburg ruled RT DE was not eligible to broadcast in Germany for licensing reasons. read more

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