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Learn to Discern Learn to Discern Media Literacy Trainer’s Manual IREX 1275 K Street, NW, Suite 600 Washington, DC 20005 © 2020 IREX. All rights reserved. This work is licensed under the Creative Commons Attribution-NonCommercial- NoDerivatives 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA. Table of contents How-To Guide 4 Part B. Checking Your Emotions 83 Lesson 1: Checking your emotions 83 Principles 4 Lesson 2: Understanding headlines 86 Learn to Discern training principles 4 Lesson 3: Check Your Phone 89 General training principles 5 Part C. Stereotypes 90 Adult learner principles 6 Lesson 1: Stereotypes 90 Choosing lessons 7 Lesson 2: Stereotypes and biased reporting in the media 94 Preparation 8 Gather supplies and create handouts 8 Unit 3: Fighting Misinformation Part A: Evaluating written content: Checking sources, Unit 1: Understanding Media 99 citations, and evidence Part A: Media Landscape 11 Lesson 1: Overview: your trust gauge 99 Lesson 1: Introduction 11 Lesson 2: Go to the source 101 Lesson 2: Types of Content 19 Lesson 3: Verifying Sources and Citations 104 Lesson 3: Information vs. persuasion 24 Lesson 4: Verifying Evidence 108 Lesson 4: The First Amendment 29 Lesson 5: Publication dates & Examining story changes 112 Lesson 5: Journalism: Who needs it? 37 Part B: Photos, Videos and Social Media 116 Lesson 6: News and opinion 41 Lesson 1: Reused photos and videos 116 Lesson 7: News, opinion and analysis 45 Lesson 2: Photo alteration 121 Lesson 8: Journalism standards 48 Lesson 3: Photo selection effect 128 Part B: The Changing Media 51 Lesson 4: Tracing photos 133 Lesson 1: New forms of media & changes in traditional media 51 Lesson 5: Fake social media accounts 139 Lesson 2: Trust in media 56 Lesson 6: Fake chat messages 142 Part C: Agenda setting/gatekeeping 62 Lesson 7: Fake Reviews 144 Lesson 1: News selection 62 Part C: Science and Health News 148 Lesson 2: Objectivity vs. balance 67 Lesson 1: The nature of science 148 Lesson 3: Who owns the media? 70 Lesson 2: Science news checklist 151 Lesson 4: Ownership and agenda setting 75 Lesson 3: Good and bad sources of health information 158 Part D: Wrapping Up 164 Unit 2: Misinformation and Manipulation Lesson 1: The future: You’re leading the way 164 Part A: What is misinformation? 79 Lesson 2: Consumption and Sharing Habits 168 Lesson 1: Types of misinformation 79 Lesson 3: Creating and Sharing Credible Information 171 Table of contents 3 How-To Guide > Principles > Learn to Discern training principles 4 How-To Guide Principles Learn to Discern training principles This curriculum is about changing how we consume Find common ground Create a brave space Choose wisely media, not what we consume It’s about skill building, not People have different views - Value everyone’s ideas and inputs There’s a lot of material here - we prescribing a list of “good” or acknowledge it, and leave your without judgements. All of us don’t expect anyone to teach it “bad” information sources to own political views outside the have biases and stereotypes. We from beginning to end! Instead, participants, or to criticize their room. Politics may come up from all need to reflect individually choose the modules that will choice of news outlets. Instead, time to time, and one of your jobs on these and try to better work best for your audience we are equipping them with is to keep the participants’ minds understand how our biases and and the time you have. To think the skills and tools to judge the focused on the task at hand - preferences may create blind about what works best for your veracity of the content they namely, improving their ability spots. We are here today to learn audience, read the rest of this read and to independently draw to discern good information and how to recognize them. People “Principles” section. To consider accurate conclusions about good sources. Keep them on task, need to feel ready to learn - and what will work best for your outlets’ reliability. and don’t try to convince others they can’t learn in Fight or Flight time frame, see the “Choosing of your own point of view. You mode. lessons” section below. are creating a team of watchdogs who will be leading the fight against misinformation and manipulation. General training principles IREX strives to meet the following principles in all its trainings - please keep them in mind throughout the course. THE TRAINING SHOULD BE: Learner-Centered. A learner-centered training is an environment that pays careful attention to the knowledge, skills, attitudes, and beliefs that participants individually bring to the space. (National Research Council. 2000). This means that no two trainings will ever be identical. Inclusion Sensitive. Our training audiences represent different geographic regions and ethnic groups, speak different languages, belong to different faiths, and are different genders and sexual orientations. The immense diversity among participants requires us to ensure that every participant is able and empowered to equally participate and contribute. Inclusion sensitive trainings acknowledge that diverse participants bring different experiences and perspectives to a training that can enrich the training experience for all. Trust and safety are essential.1 Actionable. Actionable trainings focus on knowledge, skills, and attitudes that have a practical utility and will help participants make an impact. Experiential. Experiential learning is “learning by doing.” Experiential Learning Theory (ELT) is a holistic, cyclical process that emphasizes that effective learning occurs when direct experience is tied to personal reflection, opportunities to make relevant connections to the experience, and the ability to demonstrate the appropriate use of the knowledge or skill. Active. A form of experiential learning, active training enables a participant to engage with training content in an interactive manner. What distinguishes active training is that it extends beyond “learning by doing” and uses formal training components to shape and support a participant’s learning processes. Activities are designed so that the participants acquire knowledge, skills, and attitudes rather than simply receiving them. Measurable. Measurable trainings use learning objectives to develop appropriate evaluation plans and techniques that help extract learning which can be applied to training design and delivery. 1 We encourage you to expand your understanding of inclusion by taking this short course: https://www.tolerance.org/professional-development/critical-practices-for-antibias-education-classroom- culture General training principles 5 How-To Guide > Principles > Adult learner principles 6 Adult learner principles And these are particular principles for teaching adults - again, please keep these in mind: Adults need to be involved in Experience (including Adults are most interested in Adult learning is problem- their own learning. mistakes) provides the basis learning subjects that have centered rather than content- for the learning activities. immediate relevance and oriented. Encourage participants to self- impact to their job or personal evaluate and assess their own Provide opportunities for life. Share examples and stories that learning and performance. learners to reflect upon and relate the learning content to Where possible, provide share their existing knowledge Make a connection between participant’s current challenges opportunities for participants to and experience. the learning content and or ask participants to share their design their individual learning each participant’s long-term own examples2. experience (i.e. through projects professional or personal goals. they choose and design). 2 2 Adapted from Knowles, M. S. (1984). Andragogy in action: applying principles of adult learning. San Francisco: Jossey-Bass. Choosing lessons We recommend you always include lesson 1A1, Introduction. You are the designer of your training! You likely know and understand your participants pretty well. The suggested itineraries below are just that, suggestions. Feel free to pick and choose what you think will interest your participants. Here are suggested “itineraries” for other lessons you may wish to include, depending on how many classroom hours you have. Also consider your audience’s needs and media consumption habits when choosing lessons. For example, if they are mostly not social media users, skip lessons on photos in favor of lessons on text. If participants have expressed that they want help finding trustworthy reference websites, consider lessons 3A4 (Verifying evidence) and 3C3 (Good and bad sources of science information). Feel free to mix it up as you see fit. If you have... 2 days 3 days Same as above, and add: Same as above, and add: 1 1A1 hour Introduction 1A3 Information vs. persuasion 1A4 First Amendment 2 Same as above, and add: 1A6 News and opinion 1B2 Trust in media hours 3A2 Go to the source 1B1 New forms of media 1C3 Who owns the media? 3B1 Re-used photos and video 1C1 News selection 2B1 Checking your emotions 3 Same as above, and add: 2A1 Types of misinformation 2B3 Check your phone hours 1A8 Journalism standards 3A1 Overview and your trust gauge 3A3 Verifying sources and citations 3B3 Photo selection effect 3A4 Verifying evidence 4 Same as above, and add: hours 2B2 Understanding headlines 3C2 Science news checklist 3B2 Photo alteration 2C1 Stereotypes 3D1 The future: You’re leading the way 3B5 Fake social media accounts 3D3 Producing verifiable news 7 Same as above, and add: hours 1A2 Types of info 1A5 Journalism: Who needs it? 3D1 Consumption and sharing habits Choosing lessons 7 How-To Guide > Preparation 8 Preparation Gather supplies and create handouts Go through the lessons you’ve chosen to include and make a list of all the handouts that you want to print out. Next, use a template to make a syllabus of the lessons you will cover.
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