Back in the good old days, news information was mainly delivered in the form of paper, magazines, radio and television. Now, as to whether the information was false or accurate, it seemed easier to detect fake information when its delivery was simpler. For instance, tabloid magazines will often feature stories using a silly headline in a large font. They specifically do this in hopes to capture your attention and read the content found in the magazine. In my experience with browsing tabloid magazines, the “National Enquirer” and the “Star” often distribute exciting yet suspicious information/stories. Celebrities and breaking news are usually easy targets for conflict. Inaccurate information, conspiracies, lies or changes to a narrative are spread often but now a days it can be more challenging to detect fake news due to the growth of the internet and social media.
In today’s digital world, news information can be found everywhere. Sites such as Google, Twitter, and Facebook contains a ton of stories and informational content, which we can choose to accept as true. It can be very easy to get caught up in an interesting headline or two. However, we must be aware that online websites will intentionally try to pass themselves off as authentic when they’re not.
I must admit, I have been fooled more than once with believing fake news to be true and after realizing it is not, I feel pretty ridiculous. As we learned from last week’s class, fact checking is important, especially before sharing creditable/non-creditable information using social media sources. Although it can be difficult to spot fake news, here are five different practices to detect a non-creditable resource:
- Look for Unusual URL’s
- Dissect the Layout
- Dig Deeper
- Try a reverse image search
As an educator, it is important first and foremost that I understand how to detect non-creditable information before I can teach my students about how to detect it. But, if I am not confident in this process, how can I expect my students to be? Doing this requires both research and critical thinking. When identifying fake news, it is essential to discuss examples of creditable and non-creditable resources with our students. In Ryan’s blog, he states “Fake news doesn’t mean we need to panic, and distrust everything’. ‘It does however mean that we need to slow down and read’. ‘Not just read the title of the article, but read the article, and compare it to information that we already know’”. I completely agree with Ryan. By presenting students with the tools they need it will assist them in identifying trustworthy resources, but also teach them how to critically analyze digital literacy. As teachers, we need to model this process and offer our students practice so they may develop self-assurance in their abilities to identify fake news and information.
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