https://www.theguardian.com/australia-news/2021/feb/24/sky-news-australia-is-tapping-into-the-global-conspiracy-set-and-its-paying-off
Jones uses segments from Sky News Australia in his program, particularly those from Sky’s Outsiders program, as “evidence” from mainstream media organisations to support his conspiracy theories.
The bite-sized videos carry advertising – and Sky shares the revenue with platforms like YouTube.
Last November, tech journalist Cam Wilson revealed in Business Insider that Sky News Australia had successfully built a Fox News-like online operation in Australia that dwarfs its terrestrial audience numbers. On YouTube, their videos have been viewed more than 500m times, more than any other Australian media organisation.
Wilson also reported that Sky’s Facebook posts had more total interactions in October than the ABC News, SBS News, 7News Australia, 9 News and 10 News First pages, and more shares than all of them combined.
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more on conspiracy theories in this IMS blog
https://blog.stcloudstate.edu/ims?s=conspiracy+theories
The QAnon phenomenon has emerged in France – prompting President Emmanuel Macron’s government to order a multiagency inquiry on conspiracist movements scheduled to report back at the end of February from r/worldnews
‘Stakes are high’ as QAnon conspiracy phenomenon emerges in France
https://www.france24.com/en/france/20210220-stakes-are-high-as-qanon-conspiracy-phenomenon-emerges-in-france
The French state agency responsible for tackling sectarian movements, MIVILUDES, has received some 15 reports over recent weeks raising the alarm about the rise of QAnon in France, Le Figaro reported.
The DéQodeurs website offers links to “information” including articles relaying fake news based on QAnon tropes – such as the baseless claim that in 2016, Israeli Prime Minister Benjamin Netanyahu was about to release documents proving the existence of a massive paedophile ring in Washington DC.
While it tends to eschew such lurid narratives, anti-vaccine sentiment is relatively widespread in France. An Ipsos poll published in November found that 46 percent of French adults said they would refuse to receive a Covid-19 vaccine – compared to 21 percent in the UK. A 2019 Gallup poll found that one in three French people thought all vaccines are dangerous – the highest proportion of respondents to say so in 144 countries surveyed.
QAnon’s French sympathisers are far more ideologically heterogenous than those in the US, St Denny observed: “QAnon in France is definitely not the monopoly of far-right sympathisers as it might be in the US. Its anti-government underpinnings have made the conspiracy theory attractive to a very disparate collection of groups and individuals including established conspiracy theorists, some fringes of the Yellow Vests movement, and some of the more conspiracy-oriented among the alternative health movement.”
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more on QAnon in this iMS blog
https://blog.stcloudstate.edu/ims?s=qanon
Information Media and Digital Literacy for GLST 195: Global Society & Citizenship
Instructor: Prof. Chuks Ugochukwu Per Syllabus:
COURSE LEARNING OUTCOMES:
The course meets Liberal Education Program (LEP), Goal Area 8: Global Perspective; and Goal Area 9: Ethical and Civic Responsibility objectives
Goal Area 8: Global Perspective. Objective: Develop a comparative perspective and understanding of one’s place in a global context.
Students will be able to:
- Describe and analyze political, economic, and cultural elements which influence relations of states and societies in their historical and contemporary dimensions.
- Demonstrate knowledge of cultural, social, religious and linguistic differences.
- Analyze specific international problems, illustrating the cultural,economic, and political differences that affect their solution.
- Understand the role of a world citizen and the responsibility world citizens share for their common global future.
Goal Area 9: Ethical and Civic Responsibility Objective: Understand and evaluate ethical or civic issues and theories and participate in active citizenship or ethical judgment
OUR HUSKY COMPACT
Our Husky Compact is a bond shared by St. Cloud State University and its students that a SCSU education will prepare students for a life of growth and fulfillment – intellectually, professionally, and personally. When students graduate with an SCSU education, they will:
- Think Creatively and Critically
- Seek and Apply Knowledge
- Communicate Effectively
- Integrate Existing and Evolving Technologies
- Engage as a Member of a Diverse and Multicultural World
- Act with Personal Integrity and Civic Responsibility
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Week ???: Information – Media and Digital Literacy
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
https://mediaspace.minnstate.edu/media/GLST+195+Module+1/1_32242qua
- Fake News / Misinformation / Disinformation
- Definitions
- Fake news, alternative facts
https://blog.stcloudstate.edu/ims?s=fake+news
https://blog.stcloudstate.edu/ims?s=alternative+facts
Mini-Assignment: After reading the information from the links above, take a minute to write out your own definition of 1. Fake News 2. Alternative Facts
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- Misinformation vs disinformation
https://blog.stcloudstate.edu/ims/2018/02/18/fake-news-disinformation-propaganda/
Mini-Assignment: After reading the information from the links above, take a minute to write out your own definition of 1. Misinformation 2. Disinformation. What are their main characteristics? How do they differ?
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- Propaganda
Mini-Assignment: What is Propaganda? How do misinformation, disinformation, fake news and alternative facts fit into the process of propaganda?
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- Conspiracy theories
https://blog.stcloudstate.edu/ims?s=conspiracy+theories
Mini-Assignment: Using the information from the links above, can you establish the connection between conspiracy theories, propaganda, mis- and disinformation, fake news, alternative news and social media?
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- 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/
Mini-Assignment: using the info from the links above and/or information you have collected, can you define the role of bots and trolls in social media in regard to propaganda and conspiracy theories?
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- Clickbait
Filter bubbles, echo chambers
(8 min) video explains filter bubbles
https://www.ted.com/talks/eli_pariser_beware_online_filter
Mini-Assignment:: based on your own information and experience, as well as the information offered in the links, can you define your own resistance to clickbaits?
Assignment: which challenges do you identify with?
The Challenge of Teaching News Literacy:
https://soundcloud.com/edsurge/the-challenge-of-teaching-news-literacy
25 min podcast.
In a short paragraph, identify the issues you see as important to address in order to improve your own news literacy.
time to accomplish the assignment: ~45 min (including listening to the podcast).
- Why is it important to understand these processes?
Assignment: why is it important:
In a short paragraph, share your initial feeling about Fake News / Misinformation / Disinformation. 1. Do you think, it is important at all? 2. If yes, why; if not, why. 3. If yes, what is the importance, the impact?
time to accomplish the assignment: ~5-10 min
- How to deal with these processes
- how do we apply hands-on critical thinking to withstand these processes?
- What is critical thinking
disciplined thinking that is clear, rational, open-minded, and informed by evidence: https://www.dictionary.com/browse/critical-thinking
- Ability to research
Ability to find reliable information
- Popular media
How to spot fake news:
https://blog.stcloudstate.edu/ims/2017/03/15/fake-news-bib/
Can machines create fake news?
https://blog.stcloudstate.edu/ims/2019/10/24/fake-news-generator/
Can machines “clean up” fake from real?
https://blog.stcloudstate.edu/ims/2020/11/16/identifying-fake-news-by-90/
What can humans do to distinguish fake from real? Consider these five factors:
https://blog.stcloudstate.edu/ims/2017/06/26/fake-news-real-news/
Considering the second factor (who published it), here is a scale to consider when evaluating the veracity of your sources:
https://blog.stcloudstate.edu/ims/2017/08/13/library-spot-fake-news/
(can you find your favorite magazine/newspaper on the graphic?)
https://blog.stcloudstate.edu/ims/2016/12/14/fake-news-2/
(can you find your favorite news organization on the graphic?)
Factcheckers/Factchecking Organizations:
https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-resources/
https://blog.stcloudstate.edu/ims/2016/12/14/fake-news-2/
- Peer-reviewed literature
Similarly to the assessment of popular information sources, academia requires vigorous vetting if the sources you will be using for your academic work. In the 21st century, your ability to find information in peer-reviewed journals might not be sufficient to assure accurate and reliable use of information from those resources for your research and writing. After your selection of peer-reviewed literature, you must be able to evaluate and determine the veracity and reliability of those sources.
How do you evaluate a source of information to determine if it is appropriate for academic/scholarly use. There is no set “checklist” to complete but below are some criteria to consider when you are evaluating a source.
Here is a short (4 min) video introducing you to the well-known basics for evaluation of academic literature:
https://youtu.be/qUd_gf2ypk4
- ACCURACY
- Does the author cite reliable sources?
- How does the information compare with that in other works on the topic?
- Can you determine if the information has gone through peer-review?
- Are there factual, spelling, typographical, or grammatical errors?
- AUDIENCE
- Who do you think the authors are trying to reach?
- Is the language, vocabulary, style and tone appropriate for intended audience?
- What are the audience demographics? (age, educational level, etc.)
- Are the authors targeting a particular group or segment of society?
- AUTHORITY
- Who wrote the information found in the article or on the site?
- What are the author’s credentials/qualifications for this particular topic?
- Is the author affiliated with a particular organization or institution?
- What does that affiliation suggest about the author?
- CURRENCY
- Is the content current?
- Does the date of the information directly affect the accuracy or usefulness of the information?
- OBJECTIVITY/BIAS
- What is the author’s or website’s point of view?
- Is the point of view subtle or explicit?
- Is the information presented as fact or opinion?
- If opinion, is the opinion supported by credible data or informed argument?
- Is the information one-sided?
- Are alternate views represented?
- Does the point of view affect how you view the information?
- PURPOSE
- What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
- 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.
Assignment: seeking reliable information
From your syllabus weekly themes: 1. Food; 2. Health; 3. Energy; 4. Environment; 5. Security, chose a topic of your interest.
For example: Food: raising cattle for food contributes to climate changes, because of the methane gas, or Health: COVID is the same (or not the same) as the flu; or Energy: Fossil energy is bad (or good) for the environment; etc.
Please consult with me (email me for a zoom appointment: pmiltenoff@stcloudstate.edu), if you need to discuss the choice and narrowing down of the topic.
Once you decide on the topic, do the research by collecting four sources of information:
The first couple of sources will be from popular media, whereas each of the two articles will be having an opposite approach, arguments and understanding of the issue. For example, one article will claim fossil energy is bad for the environment and the other one will argue fossil fuel has insignificant impact on climate change. You must be able to evaluate the veracity and the leaning of each source. The source can be a newspaper or magazine article, video (TV or Social Media), audio (podcasts, TV, etc.), presentations (PowerPoint, SlideShare, etc.).
Having troubles finding opposing resources? Feel welcome to search for your topic among these news outlets on the conservative side:
https://www.conservapedia.com/Top_Conservative_news_websites
and the https://aelieve.com/rankings/websites/category/news-media/top-liberal-websites/
In the same fashion, you will evaluate the second couple of sources from peer-reviewed journals. Each source will have different approach, argument and understanding of the issue and you must evaluate the robustness of the research method.
time to accomplish the assignment: ~30 min
Module 2 (video to introduce students to the readings and expected tasks)
- Digital Citizenship, Global Citizenship and Multiculturalism
- Definitions
- Global Citizenship
seek global sources:
start reading:
e.g. start following and reading several news outlets from other countries and with time, you should be able to detect differences in opinions and facts presented at those outlets and your current sources for information:
Spiegel International (German, left-leaning)
https://www.facebook.com/spiegelinternational
Le Monde Diplomatique
https://www.facebook.com/mondediplo
El Pais (Spanish, left leaning)
https://www.facebook.com/elpaisinenglish
Moscow Times (Russian, left leaning)
https://www.facebook.com/MoscowTimes
The Epoch Times (Chinese, far-right)
https://www.theepochtimes.com/
Start watching (smart phone, laptop) news feeds, live or vlog (video blog):
Africa News
https://youtu.be/NQjabLGdP5g
Nigeria Live (you can seek any other country on YouTube by typing the name of the country adding “live”)
https://youtu.be/ATJc9LyPZj8
Al Jazeera in English
https://youtu.be/GXfsI-zZO7s
Deutsche Welle
https://www.youtube.com/user/deutschewelleenglish
BBC
https://www.youtube.com/user/bbcnews
Russia Today
https://www.youtube.com/user/RussiaToday
China Today
https://www.youtube.com/channel/UCBOqkAGTtzZVmKvY4SwdZ2g
India News
https://www.youtube.com/user/IndiaTV
you can also follow specific people’s vlogs, e.g.
Alexei Navalny’s vlog has English subtitles
https://www.youtube.com/user/NavalnyRu
France 24 Live
https://youtu.be/HeTWwH1a0CQ
Start listening (smart phone, laptop):
BBC
https://play.google.com/store/apps/details?id=uk.co.bbc.android.iplayerradio&hl=en_US&gl=US (Android app)
https://apps.apple.com/gb/app/bbc-sounds/id1380676511 (iOS app)
Deutsche Welle
https://play.google.com/store/apps/details?id=com.exlivinapps.deutschewelleradioappde&hl=en_US&gl=US (Android app)
https://apps.apple.com/us/developer/deutsche-welle/id305630107 (iOS app)
Assignment:
Global Citizenship and Multiculturalism and Information and Media Literacy
Study the following tweet feed
https://blog.stcloudstate.edu/ims/2021/02/18/facebook-google-australia/
If the information from the tweet feed is insufficient, research the issue by seeking reliable sources. (In a short paragraph defend your choice of reliable sources).
What do you see as more important issue: the Facebook stance that it can be a subject of Australian law or the Australian government stance that Facebook is interfering in Australian life with its news delivery? Is Facebook a news outlet or a platform for news outlets? Does Facebook need to be regulated? By who; each country do have to regulate Facebook or Facebook needs to be regulated globally?
time to accomplish the assignment: ~30 min
Module 3 (video to introduce students to the readings and expected tasks)
- Assistance for work on the final project / paper
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Here a list of additional materials and readings on Fake News
https://www.ted.com/talks/eli_pariser_beware_online_filter
QAnon goes European
https://www.politico.eu/article/qanon-europe-coronavirus-protests/
In France, the Yellow Jacket movement has embraced the American movement. In Italy, backers hail from the anti-vaccine community. In Britain, adherents draw from Brexit followers.
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What’s behind the rise of QAnon in the UK?
https://www.bbc.com/news/blogs-trending-54065470
The FFTCUK Facebook group has now amassed more than 13,000 members.
People were dressed in QAnon shirts or ones displaying the slogan “WWG1WGA”. Short for “Where we go one we go all”, it is the best-known rallying cry for QAnon believers.
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How QAnon Went Global
https://slate.com/technology/2020/09/qanon-europe-germany-lockdown-protests.html
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QAnon Gains Traction in Russia
https://www.themoscowtimes.com/2020/11/30/qanon-gains-traction-in-russia-a72180
Alexandra Arkhipova, an anthropologist at the Russian Presidential Academy of National Economy and Public Administration who tracks the spread of online conspiracy theories, has found that while there are fewer explicit references to QAnon on Russian-language social media than Covid-19 denialism and 5G fears, its prevalence is spreading.
Data gathered by Arkhipova since August reveals thousands of Russian-language social media posts about QAnon. On VKontakte and Telegram — an encrypted messaging service popular in Russia – groups dedicated to spreading the conspiracy theory in Russia have grown to include tens of thousands of members.
https://www.theguardian.com/australia-news/2021/feb/16/how-australia-became-fertile-ground-for-misinformation-and-qanon
Last year the Institute for Strategic Dialogue released a report that found QAnon’s following had grown considerably in Australia during 2020, with Facebook, Instagram, YouTube and Twitter driving increased engagement.
The report found Australia was the fourth largest country for QAnon activity, behind the US, UK and Canada. Its presence in Australia is also evident on less mainstream sites. For example as Canadian QAnon research Marc-Andre Argentino has pointed out, there were at least six Australian Q “research boards” on the site 8kun with about 4,000 posts by January last year. That had increased to 11 boards by the start of 2021.
Last year, Guardian Australia revealed QAnon had found a follower in Tim Stewart, a family friend of the prime Scott Morrison. Stewart was behind one of Australia’s largest QAnon-linked accounts, BurnedSpy34.
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more on QAnon in this IMS blog
https://blog.stcloudstate.edu/ims?s=qanon
more on QAnon in Germany: https://blog.stcloudstate.edu/ims?s=qanon+germany
https://www.npr.org/2021/02/15/968116346/after-weeks-of-being-off-line-parler-finds-a-new-web-host
SkySilk, a Web infrastructure company based outside of Los Angeles, is now hosting Parler, SkySilk’s chief executive, Kevin Matossian, confirmed to NPR in an interview.
Matossian refused to comment on the terms of the arrangement, or under what conditions SkySilk will do business with Parler, which was heavily used by the rioters in connection with the violent storming of the U.S. Capitol on Jan. 6.
In new content guidelines released by Parler on Monday, the company says it will deploy a “privacy-preserving process” using an algorithm and human moderators to police content that threatens or incites violence.
Additionally, Parler says there will be a “trolling filter” in which content that attacks someone based on race, sex, sexual orientation or religion will be covered up. Yet those who want to view the content will be allowed by clicking through the filter.
Mark Meckler, one of the early creators of the Tea Party movement and now Parler’s interim CEO, said the platform has been rebuilt on independent technology and is “not reliant on so-called ‘Big Tech’ for its operations.”
Indeed, Parler has turned to Web infrastructure companies that have welcomed extremist and hate-filled websites, including Epik, a firm based outside of Seattle that supports Parler’s domain, as well as sites including InfoWars, BitChute and Patriots.win, previously known as The Donald.
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more on Parler in this IMS blog
https://blog.stcloudstate.edu/ims?s=parler
https://www.wired.co.uk/article/yoga-disinformation-qanon-conspiracy-wellness
Prominent pandemic deniers include a number of keen yoga practitioners, such as alternative health proponent Sayer Ji, who runs the website greenmedinfo.com, and his wife Kelly Brogan, who describes herself as a ‘holistic psychiatrist.’ More recently, the links between yoga and conspiracy theories came to public attention after the ‘QAnon shaman’ who stormed the Capitol on January 6, was revealed to be a yoga practitioner who is reportedly on an organic diet.
It’s hard to tell just how much conspiracy theories have infiltrated the wellness and yoga space. Researchers have tried to document the recent revival of ‘conspirituality’ – the intersection of yoga, spirituality and holistic health with conspiracy theories. The Conspirituality podcast, co-founded by cult survivor and yoga teacher Matthew Remski, lists figures in the wellness industry who have shared conspiracy theories and aims at exposing ‘faux-progressive wellness utopianism.’
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more on QAnon in this IMS blog
https://minnstate.zoom.us/j/9107443388