[DigitalScholarship] NEWS: FAKE NEWS : MEDIA LITERACY : INFORMATION LITERACY : EDUCATION: TEACHING AND TEACHERS : LIBRARIES: LIBRARIANS : LIBRARIES: TEACHING AND INSTUCTION: The Smell Test: Educators Can Counter Fake News with Information Literacy. Here’s How.

 

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NEWS: FAKE NEWS :

MEDIA LITERACY :

INFORMATION LITERACY :

EDUCATION: TEACHING AND TEACHERS :

LIBRARIES: LIBRARIANS :

LIBRARIES: TEACHING AND INSTUCTION:

The Smell Test: Educators Can Counter Fake News
with Information Literacy. Here’s How.

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The Smell Test: Educators Can Counter Fake News
with Information Literacy. Here’s How.

By Linda Jacobson

January 1, 2017

School Library Journal

http://www.slj.com/2017/01/industry-news/
the-smell-test-educators-can-counter-fake-
news-with-information-literacy-heres-how/#comment-560584

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A shorter URL for the above link:

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http://tinyurl.com/jpk9q22

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Discerning fact from fiction in news and online content has never been more challenging. From pizzagatefalse reports of a child sex ring operating in a DC pizza parlorand creepy clown attacks to retweeted election headlines touting events that never happened, fake news is rampant. Twenty-three percent of Americans say they have shared fabricated reports, knowingly or not, according to a December Pew Research Center report.

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Librarians have an opportunity to take leadership in the current crisis. As proven authorities on information literacy, library professionals can help students analyze news authenticity. Its time to step up to the plate.

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That requires expertiseand perseverance. While school librarians are updating lessons on news literacy, a recent study from researchers at Stanford University underscored the challenges of media and social media education for kids. Students ability to evaluate information on the Internet is bleak, according to the report.

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snip

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The difference now is that there is more fake news out there, and the proliferation of social media just means it can be disseminated rapidly via many channels, says Frank W. Baker, a media literacy expert who conducts workshops across the country. We have more access than ever. But access does not imply quality, and the vast information were being bombarded with demands a renewed emphasis on and teaching of media literacy.

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Also, technology now makes it possible for someone to design a fake news site that looks and feels very much like the real thing, and social media enables false or incorrect reports to go viral. In Waukegan, IL, for example, students at an elementary school admitted that their reports of creepy clowns wielding weaponsreally just construction workers with toolswere not true. But by that time, the school was already on lock down. Shared through social media, the story fueled fears that bands of clowns were lurking all over the Chicago area.

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Demand for instructional resources for news literacy is on the rise. Weve gotten a lot of interest in the past week, says Peter Adams, senior vice president for educational programs at the Chicago-based News Literacy Project (NLP). Launched in 2008 by former Los Angeles Times reporter Alan C. Miller, the organization originally focused on bringing the four pillars of its curriculumnews matters, the First Amendment, the standards of quality journalism, and the current news and information landscapeinto schools by partnering with teachers and librarians, as well as volunteer journalists who would share their own experiences. The lessons are taught as drop-in units, often in English language arts or social studies classes.

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The complete article may be read at the URL above.

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