This blog post is written by Daniel O’Brien, our 7th-12th grade Media Specialist and originally appeared in the 21st Century GRACE blog on February 4, 2017.
I am currently working with our Senior Seminar classes during a 3-day mini-unit in which we investigate news. As it turns out, many students have a difficult time interpreting the news — but truthfully, who doesn’t have difficulty interpreting news when we are constantly bombarded by sensationalized headlines from all points on the political spectrum every time we check a social media account?
During this mini-unit, we take time to look at how fake news is created. We study the example of Eric Tucker’s tweet that falsely claimed to have found “paid protester” buses at a Trump rally, how it was picked up by message boards, reposted, shared on Facebook, and then re-tweeted by the President himself; and how, despite reaching 16.7 million people, the story was completely false, debunked and admitted to later on. We also examine the article on “Fake News Sausage Factories,” as well as Cameron Harris, examining why websites publish sensationalized, fictitious, and inflammatory stories, and exactly how easy it is for them to publish these stories. (Hint: They want the ad revenue from when you click on the link — it is all monetarily driven). We also talk about tips for evaluating if a story is true, or sensationalized and re-shared opinions.
We then shift gears and investigate bias within news. After talking about what elements of the news contain and portray bias, we take a look at a neutral tragic event, like the San Bernardino or Sandy Hook shootings. We choose one of these events because it is a starting point; everyone can agree that these events are tragedies. Each student is given an article published by a news source, ranging from fairly unbiased to one of the many conspiracy-laden “news” sources on the internet.
After evaluating the article, they try and place the source on the following spectrum:
- liberal conspiracy theories/garbage
- left bias
- left-center bias
- least biased
- right-center bias
- right bias
- conservative conspiracy theories/garbage.
Students need to back up their placement with reasoning. Next, they take a look at a heavily political article of their choice from the same source and repeat the process. They’re given the opportunity to re-examine and change their minds in light of a heavily politicized and opinionated issue.
After this second round, I introduce them to Media Bias Fact Check. Media Bias Fact Check is a resource that is invaluable when assessing the onslaught of news posts and publications we see each day. Not only do they create and explain a methodology for evaluating the bias of any particular news source and list sources that fall under different biases, they also take into account and inform you of conspiracy websites, “questionable sources” (aka fake news), what sources are least biased, and even provide a Google Chrome Extension that activates and provides this information when you visit a news source.
We then finish by discussing the importance of following more than one viewpoint in the news, and talk about how to cross-cut your news feed with unbiased sources as well as sources from across the political spectrum — thereby breaking yourself free of the echo chamber that so easily occurs in our normal news consumption and social media curation.
As time goes on it will only become more difficult to determine legitimacy and bias within news, and that it is incredibly important to teach our students that you can’t believe everything you read, and that it is possible to be intentional and smart about the choices they make as they grow up in an age of information overload.