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Misinformation, disinformation and even factual information all get lumped in with the word fake news. So we can be careful with how we use that term.

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https://www.allsides.com/unbiased-balanced-news - good source to show media bias/POV difference of the same topic 

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https://www.allsides.com/unbiased-balanced-news - good source to show media bias/POV difference of the same topic 

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AllSides Headline Roundups™ bring you top news stories from the left, center and right of the political spectrum - side-by-side so you can see the full picture.

We rotate the order of headlines to avoid biasing our coverage in favor of the left, which otherwise would always be listed first.

Learn how AllSides provides balanced news

MSNBC (Left bias) announced it's canceling opinion commentator Mehdi Hasan's Sunday night show on Thursday, drawing opinions from journalists and media outlets. For Context: Hasan is known...

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AllSides | Balanced news via media bias ratings for an unbiased news perspective

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We use media bias ratings to provide balanced news, perspectives and issues across the political spectrum. Unbiased news coverage doesn't exist - there is no such thing as unbiased news or t

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🤬 test - Currency, Reliability, Authority, and Purpose/Point of View.

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I would do author studies then evaluating time and sources.

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What types if sites and how many link to the spurce ypu are evaluating 

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What types if sites and how many link to the spurce ypu are evaluating 

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Teach them to find (the information or statement) in one or more additional quality resources.  

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Teach them to find (the information or statement) in one or more additional quality resources.  

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I like the site "allsides" for news events

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Spend longer time evaluating and reevaluating

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When was it was last updated

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Try using a pro/con database to show that both sides can have strong arguments that are based in fact. For example Sirs Issues Researcher.

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I find this to be a struggle with younger students, but older students, cross referencing is also one way to check resources.

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Show them the tools provided, especially who has cited this sources, etc.

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Show them real world situations where the quality of information was very important, give them a bit of investment in digging deeper.

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Have students critically look at the reputation and ownership of sources.  Also sites that rate media bias.

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Lateral reading

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utilize databases

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Start with something that is charged emotionally, but fun (like best Halloween candy). Then move into something more serious so they can see that emotion charges our feelings and statements. 

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Start with something that is charged emotionally, but fun (like best Halloween candy). Then move into something more serious so they can see that emotion charges our feelings and statements. 

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Lead them with high order thinking, so the questions come out that way too.

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Do fake photos first then go into fake news. I do make a fake news story and have them research if it is correct or not.

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Maybe have them attempt to formulate a question that someone who thinks differently than them might ask...

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Maybe have them attempt to formulate a question that someone who thinks differently than them might ask...

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Give them a little intro to topic and demonstrate some of your own wonderings about them.

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Teaching students not to have biases will be an ongoing challenge.

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Slittles
Pez
LEGO

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Oreo xbox
Wonka

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Provide examples of how content creators' livelihoods have been negatively impacted by infringement.

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Make it fun, entertaining an meaningful

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Have them research multiple perspectives on a topic of interest.

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Using information properly without distorting it

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Using information properly without distorting it

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We start by having students ask questions about objects that they see. The questions should not be able to be answered with just one or two words.

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Knowing what is fact-based and where the information came from

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Knowing what is fact-based and where the information came from

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Analyzing and making meaning out of information

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Analyzing and making meaning out of information

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Knowing how to check the reliability of a information source.

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Knowing how to check the reliability of a information source.

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Understanding biases even personal

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The ability to analyze and evaluate info

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Knowing that to do with information we have, ensuring it is good information

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Knowing how to find reliable resources and evaluate sources.

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finding, evaluating and using information ethically

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Critical thinking

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Fake news vs. Reliable content

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Using Bloom's Taxonomy for students' responses.

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Help them identify the author and their credentials

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Who is the author?  What else have they written. Maybe even do a Google search

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Look for author name and date, use library searches

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Boolean, databases, Advanced search, different perspectives on the topic

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Boolean, databases, Advanced search, different perspectives on the topic

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Is it for profit? Who is the owner of the site? And, my favorite, is it on NPR?

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Make it relevant to them

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I think you first have to model it... show them how they should look at a post or website

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Ask students to defend their answer. How did you come to that conclusion?

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recognize opinion and bias

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selectivity, decision-making, understanding of media and social media (purpose of a site)