Studies show that students have ‘dismaying’ inability to tell fake news from real news. Fake news stories can have real-life consequences, so it behooves us as educators to teach students how to fact-check the news and get the facts. We’re offering a workshop in the CTLE this spring on Fake News. The workshop will be a lesson in fake news that can also be used with students.
For the workshop, I’ve compiled a list of resources to help you and your students understand the fake news epidemic better, and the workshop will cover:
- What is fake news?
- How is fake news and “alternative facts” a problem for society?
- Where does fake news come from?
- How to check news and use fact check sites.
- How to avoid fakes news on social media.
- Best practices for questionable sources.
One source in particular that I found useful was False, Misleading, Clickbait-y, and/or Satirical “News” Sources by Melissa Zimdars which offers a huge list of fake news sites and the following tips.
Tips for analyzing news sources:
- Avoid websites that end in “lo” ex: Newslo (Newslo is now found at Politicops.com). These sites take pieces of accurate information and then packaging that information with other false or misleading “facts” (sometimes for the purposes of satire or comedy).
- Watch out for common news websites that end in “.com.co” as they are often fake versions of real news sources (remember: this is also the domain for Colombia!)
- Watch out if known/reputable news sites are not also reporting on the story. Sometimes lack of coverage is the result of corporate media bias and other factors, but there should typically be more than one source reporting on a topic or event.
- Odd domain names generally equal odd and rarely truthful news.
- Lack of author attribution may, but not always, signify that the news story is suspect and requires verification.
- Some news organizations are also letting bloggers post under the banner of particular news brands; however, many of these posts do not go through the same editing process (ex: BuzzFeed Community Posts, Kinja blogs, Forbes blogs).
- Check the “About Us” tab on websites or look up the website on Snopes or Wikipedia for more information about the source.
- Bad web design and use of ALL CAPS can also be a sign that the source you’re looking at should be verified and/or read in conjunction with other sources.
- If the story makes you REALLY ANGRY it’s probably a good idea to keep reading about the topic via other sources to make sure the story you read wasn’t purposefully trying to make you angry (with potentially misleading or false information) in order to generate shares and ad revenue. Thanks to Ed Brayton for this tip!
- If the website you’re reading encourages you to DOX individuals, it’s unlikely to be a legitimate source of news.
- It’s always best to read multiple sources of information to get a variety of viewpoints and media frames. Sources such as The Daily Kos, The Huffington Post, and Fox News vacillate between providing important, legitimate, problematic, and/or hyperbolic news coverage, requiring readers and viewers to verify and contextualize information with other sources.
- For more tips on analyzing the credibility and reliability of sources, please check out School Library Journal (they also provide an extensive list of media literacy resources) and the Digital Resource Center.
If you want more resources and information about fake news, sign up for one the two sessions below:
Occasionally everyone needs a good excuse for not doing certain things they’ve promised they would do. I know I have a few up my sleeve. I’ve always loved blogging. It sounds so much better than saying I love to write, which I’ll deny vehemently. Don’t tell my students. But blogging is different. I just love it. But I haven’t blogged consistently in the last two years. The time frame of my slacking off coincides with when I took over as CTLE Director at GCC, so yes, I’ll use that as my excuse. But blogging as been calling me lately. I’m feeling disconnected from the world of technology. I haven’t played with a new tech tool in a while, but I’m inspired to jump back in. I even bought some toys recently. So I’m coming back. My next posts will be about my new VR Headset and the set of Kindle Fires I purchased for the CTLE. Now what’s a girl to do with those? We’ll see. For now, I’m off to go read some blogs. I’ve got some catching up to do.
Happy 2017 – Let’s keep our heads up.
We have had continued success with Write6x6 at Glendale Community College. In our third week we were able to produce another set of meaningful, inspiring, enlightening pieces of writing – 18 total for week 3. We slipped a bit in number of posts, but the quality is still high. This week we wrote about professional development, fitness, student success and two administrators wrote about being a student then and now. Good stuff, and I expect a few more will come in over the weekend for Week 3.
We now have a total of 65 posts in only three weeks from 25 participants. We represent administration (8), faculty (10), adjunct (4), student services (3), administrative/business services (3) and other (2). Thirty total signed up, but 5 have not posted yet or are part of a team. For instance, Dean of Strategy, Planning and Accountability (SPA), Alka Arora Singh, has not posted, but her team has contributed 3 awesome posts about our student demographics and internships for students in their department. I’m a big fan of the team approach. We also have a joint post this week from two faculty who team teach, so 1 post for 2 people. Again team work is awesome.
We are all unique in who we are and what we do on our campus, and sharing what we do, how we feel, how we make a difference and what we do for student success is the best professional development anyone can ask for. I look forward to each post each week and do my best to get others in the education community to read our blog. Just yesterday while at the Wired & Inspired conference in Vegas, I crashed Todd Conaway’s session on his 9x9x25 Challenge at the #eLearning2015 conference across the street. He was presenting to an audience of about 23 on his awesome idea to get faculty blogging at his college. This is the idea we
stole borrowed for Write6x6. What’s really cool about this is other colleges across the country are also using Todd’s idea on their campuses. We have various renditions of it:
It was fun listening to Todd, Dr. Karly Way, a Yavapai instructor, and Skyped in guest Mark Dulong from NMC talk about their projects. Thanks for inviting me to tag along Todd. Be sure to check out their blogs and read posts from their faculty and staff. And for a little extra entertainment, check out NMC’s video about their 4x4x16 Challenge in Michigan. You’ll be glad you live in Arizona after watching the opening scene.
2012 was not a very big technology year for me, at least not for new technology. This is probably good since a really good year would certainly mean I spent way too much money. I’ll share what little I did use in this post and then follow up later with more substantive posts on each technology then. Look in the Tech I Love category for these new posts. I’ve broken technology into two categories: web tools/software and hardware. Let’s start with the web tools/software. This list could be longer, but I only want to focus on the tools I actually used in my classes with students.
The most significant tool I used, and one that everyone in Maricopa will be using next fall is our new LMS – Canvas. I’m an early adopter, so I started teaching in the free version of Canvas last spring (2012). And this fall I taught in the official Maricopa version. I’m really surprised I haven’t blogged more about it, but I really like this LMS, and Instructure sure knows how to throw a
party; I mean conference. Next up is Google+. We don’t have G+ turned on for our students yet in MCCCD, but a few faculty have been using it with students via personal Gmail accounts. We had our learning community students use it for blogging and sharing content for the past two semesters, and it’s worked really well. We created a circle for the class and had students posting twice weekly. Students on their own turned it into a way to communicate with each other as well. Read more
Assn. #1: Summaries & Bedford Bibliographer
The screencast will walk you through completing assignment #1: writing your summaries and inputting them and the article bibliographies into Bedford Bibliographer.
This screencast will show you how to correctly format and save your assignments before you submit them for grading.
If you have registered for ENG101 or ENG102 Online, you have come to the correct place. These sections of ENG101 and ENG102 are taught completely online, and we will be using Blackboard as the course management system. To participate in this class, you will need to successfully log-in to Blackboard and learn to use the system.
If you already know your Blackboard Username (MEID) and Password, log in to Bb and complete the course orientation in the START HERE tab. If you don’t know your MEID, visit https://eims.maricopa.edu/MAW/SPAT.html and choose the option: Forgot Your MEID? If it’s not your first visit, and you know your MEID but you’ve simply forgotten your password, you can look up your password if you have forgotten it, by choosing: Forgot Your Password?
Class begins January 19th for the Spring 2010 Semester. The Blackboad site will be available by the 11th. You must enter Blackboard and begin the class by Wednesday, January 20th or you will be dropped for no show.
When you enter Blackboard, read the current Announcements and complete all the orientation activities. (If you need help navigating around Blackboard, watch any of the first six orientation video clips: http://www.maricopa.edu/blackboard/help.html
Distance Learning Facts
1. Distance Learning students sometimes can end up neglecting their course work because of personal or professional circumstances, unless they have compelling reasons for taking the course.
2. Some students prefer the independence of Distance Learning; others find it uncomfortable.
3. Distance Learning gives students greater freedom of scheduling, but it can require more self-discipline than on-campus classes.
4. Some people learn best by interacting with other students and instructors, but Distance Learning may not provide much opportunity for this interaction.
5. Distance Learning requires you to work from written directions without face-to-face instructions.
6. It may take as long as two or three days to get comments back by e-mail from your instructor (such as over a weekend or holiday).
7. Distance Learning requires at least as much time as on-campus courses and in many instances up to three times as much.
8. Distance Learning uses computers and other technology for teaching and communication.
9. Printed and/or online materials are the primary source of directions and information in Distance Learning.
10. Distance Learning classes often require written assignments and projects.
11. Students who have dropped a college class often don’t have the self-discipline or motivation to work independently and complete an online course.
Based on IS ELI FOR ME? by Bob Loser, Joan Trabandit, Barbara Hatheway, and Teresa Donell.
©1989, 1998, Extended Learning Institute, Northern Virginia Community College.