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Daugiau nei 1 000 -- tiek Lietuvos viešųjų bibliotekų vasario 1 dieną vaizdo transliacijos būdu suvienijo vaikų numylėtinio, žinomo TV personažo, specialiojo korespondento Gustavo vesta Saugaus interneto pamoka. Specialios laidos apie atsargų elgesį internete stebėti rinkosi ir vaikai, ir paaugliai, ir jų tėvai bei seneliai.

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I would use some articles from these websites:
https://www.youtube.com/watch?v=DchfEuUo4fk;
http://menubiblioteka.blogas.lt/files/2010/11/3.jpg;

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https://www.paginademedia.ro/2017/05/fake-news-cu-carlas-dreams-de-la-business-magazin

Verifying authenticity from sources

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(Italy)
First of all I would introduce the topic by reading some articles as the one attached below about the  policy against fake news recently undertaken by the Italian House President Laura Boldrini http://www.lastampa.it/2017/03/24/italia/politica/boldrini-la-lotta-alle-notizie-false-e-allodio-inizia-sui-banchi-di-scuola-AAfuXWIEmc4150VkzIrqvK/pagina.html
Secondly I would read with my pupils the decalogue against fake news issued by facebook: http://www.lastampa.it/2017/04/06/tecnologia/idee/da-facebook-un-decalogo-per-riconoscere-le-notizie-false-ofaqAqPrCeKsZSfWxxwyoN/pagina.html

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DOPO le elezioni americane e la vittoria di Donald Trump, il dibattito si è intensificato. Le false notizie sui social sono trattate oggi alla stregua di una minaccia contro la democrazia. Molti americani sono ancora convinti che grazie alle bufale, diventate virali su Facebook, il tycoon abbia vinto le presidenziali. E nonostante Mark Zuckerberg si sia affrettato a smontare questa teoria, Menlo Park (come Twitter, Google, Reddit e altri) ha dichiarato guerra ai siti ingannatori.

Non è un caso che la nuova parola di questo 2016, appena aggiunta al dizionario Oxford, sia''post-truth''. Una post verità che inganna fino a che non si dimostra una falsità. Come difendersi? Difficile, visto che ci cascano tutti, anche i millennials, considerati i più smaliziati nei confronti di tutto ciò che gira in Rete. E non sono i soli visto che, secondo uno studio di BuzzFeed, le notizie 'immaginarie' sono più commentate e condivise di quelle autentiche.

Bisogna correre ai ripari, ha pensato Melissa Zimdars, professoressa di Comunicazione e Media al Merrimack College in Massachusetts. Con l'aiuto dei suoi collaboratori ha compilato una lista contenente i siti che regolarmente ingannano i lettori con notizie e/o titoli altisonanti ma falsi, organizzazioni di dubbia credibilità e anche siti che normalmente non scrivono castronerie ma a volte usano clickbait discutibili per generare traffico e quindi attrarre pubblicità. Insieme alla lista della vergogna, Zimdars offre anche consigli utili su come smascherare la bufala digitale. Eccone dieci.

Evitare estensioni strane. Diffidate di siti che terminano con ''lo'', come Newslo. Di solito mischiano informazioni accurate con notizie false, a volte per fare satira. Anche i siti che hanno estensione .com.co sono sospetti. Di solito la versione fake di siti di news legittimi.

Controllare altre fonti. Se vedete una storia che vi sembra incredibile o scioccante, meglio controllare se altre fonti accreditate la riportano. Ispezionate i siti dei giornali noti e se non c'è traccia del cosiddetto scoop cominciate a insospettirvi.

Chi scrive? Fate una piccola verifica sul nome dell'autore dell'articolo. Ha firmato altri pezzi? Ha un profilo Twitter o Facebook o LinkedIn? Se non trovate nulla è probabile che si tratti di uno pseudonimo e quindi, spesso, di un articolo non veritiero.

Fate gli spioni. Se un sito vi insospettisce andate a leggere la sezione "about us" o controllate se esiste su Wikipedia o se viene menzionato in altri contesti.

Attenzione ai blog. Alcuni siti rispettati e autorevoli (come Forbes e BuzzFeed) permettono ai blogger di pubblicare commenti. Ma questi articoli non passano al setaccio del controllo editoriale, pertanto potrebbero contenere falsità.

Siti amatoriali. Se la grafica e il layout del sito non sembra professionale e se i titoli sono gridati e scritti tutti in maiuscolo, diffidate.

La data è importante. Controllate quando il fatto narrato è davvero accaduto, magari con una veloce ricerca online. A volte si spacciano per nuove notizie vecchie che, in un contesto diverso, assumono tutto un altro significato.

Non fermarsi alle apparenze. Spesso ci si sofferma solo al titolo-bomba, che si condivide immediatamente. Meglio però leggere tutto l'articolo. A volte ci si accorge che il testo non ha nulla a che fare con il titolo o che la storia è chiaramente falsa perché non esistono prove a sostenerla.

Immagini dubbie. È facile scambiare una foto per un'altra. Basta sostenere che sia stata scattata a un dato evento quando invece appartiene a tutt'altro contesto. Per verificare le immagini potete usare Google o altri siti come TinEye.

La regola più importante. Pensate prima di condividere. Chi scrive bufale conta proprio sull'impulso degli utenti. Spesso i titoli causano rabbia e indignazione, sono studiati per questo, per fare leva sulla pancia di chi legge. È importante non fare il gioco dei produttori di bufale.

Per dare manforte e smascherare i fake stanno nascendo anche diversi siti. Una startup perugina ha lanciato Polygree, per segnalare eventuali fandonie e chiederne la verifica. In Usa esistono piattaforme che danno i voti agli articoli e ai politici in base all'accuratezza dei contenuti e dei discorsi (FactCheck.org, Snopes.com, Politifact.com). In Gran Bretagna c'è la charity Full Fact che ha appena ricevuto da Google 50.000 euro di finanziamenti. Grazie ai suoi ricercatori verifica notizie, articoli e dati. Per ora si concentra sulla cronaca e sulla politica britannica ed europea, ma vorrebbe espandersi anche negli Stati Uniti. Infine, Jacopo Notarstefano, ricercatore al Cern di Ginevra, ha creato un'estensione di Chrome (StopTheBullshit) che stoppa l'accesso alla pagina se questa rientra in una lista di siti ingannatori.

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Fake news, 10 regole per riconoscere le bufale

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DOPO le elezioni americane e la vittoria di Donald Trump, il dibattito si è intensificato. Le false notizie sui social sono trattate oggi alla stregua di una minaccia contro la democrazia. Molti americani sono ancora convinti che grazie alle bufale, diventate virali su Facebook, il tycoon abbia vinto le presidenziali.

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https://www.noticiasaominuto.com/pais/792841/portugues-internado-por-ter-comido-sushi-caso-deu-origem-a-investigacao

I would propose to pupils an investigation in scientific medicine sites as a crap test.

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I would use news from corrieredelcorsaro.it

I would ask my pupils to analyse a news using the CARS check list, which follow these criteria:
Credibility

Accuracy

Reasonableness

Support

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http://www.libertatea.ro/sport/fake-news-in-sport-a-murit-lance-armstrong-1837079
Using few questions,check the authenticity of the news.

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https://www.tportal.hr/tag/lazne-vijesti
In discovering is the news fake I would guide my students using News Literacy Project checklist with ten questions for fake news.

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https://www.bursabinelui.ro/BursaBinelui/Proiecte/Viata-pentru-Andrei
The CRAP test will be my help for guiding students

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I would propose them some articles from the website http://www.bufale.net/home/ and, by giving them this list of rules to discover fake news http://www.repubblica.it/tecnologia/social-network/2016/12/03/news/fake_news_10_regole_per_riconoscere_le_bufale-153369145/ I would ask them, working in groups to tell which caracteristics of news they read make them understand it was a fake news.

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Fake news link: https://sputnik.md/world/20170202/11065760/iohannis-dizolvare-parlament-romania.html
Using the 10 questions guide presented above, check the autenticity of the news.

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I propose to visit a website like this
https://notiziariosegreto.wordpress.com/
Then I invite my pupil to research on the web the same information and the blask list of fake websites

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i would use this site http://www.valigiablu.it/fakenews-scuole/ where there is an article that help you how to recognize fake news

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I would use https://24nyt.dk  to talk about fake news, because it is a sight that write news or "re-write" news from other news media. I would start a discussion about valid writing and what the laws the new agencys have to up hold.

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I would use http://www.bbc.co.uk/news/technology-39840803 to start a discussion about fake news with upper KS2 pupils. I wouldn't use the CRAP test as this is an inappropriate word where I come from! The children are fascinated by Donald Trump and his rhetoric about 'fake news' so using one of his speeches would be a good starting point for me.

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In this website there are only fake news:
https://ilquotidaino.wordpress.com/category/eventi-shock/
The first thing I would propose  to answer at the questions in the web site:
http://www.workliteracy.com/pages/the-crap-test/
and after to looking for  this link http://frankwbaker.com/mlc/fake-news-recommendations/ where you can find a most popular website-fakenews. in fact the link in like most popular and real webnews. (ilFATTOquotidiano = ilMATTOquotidiano)

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I would choose https://allaboutexplorers.com/  website if i want to teach my students about fake websites. because this site gives wrong information. Students would use http://www.workliteracy.com/pages/the-crap-test/

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As an exemple of fake news, I would choose this article because it concerns an interesting question for students and provides some useful suggestions to identyfing fake news
https://blog.eset.ie/2017/04/10/its-not-a-whatsapp-voice-message-its-a-trojan-virus/

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Fake news: http://www.dolenjskilist.si/2017/04/01/173341/novice/bela_krajina/Belokranjci_po_zgledu_Zalca_s_fontano_vina/
Students would use http://www.workliteracy.com/pages/the-crap-test/ questions to analyse fake news.
Important questions would be:
How recent is the information?
How recently has the website been updated?
What kind of information is included in the resource?
Does the creator provide references or sources for data or quotations?
Who is the creator or author?
What is the publisher’s interest (if any) in this information?
Is this fact or opinion?
Is it biased?
Is the creator/author trying to sell you something?

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With my high school students I would discuss the case of an article published at the following address: http://nedreptate.net/2015/10/exploziv-gabriel-oprea-e-in-spatele.html
(those behind this fake news website accuse a politician that he intentionally set a building on fire and so on).
I would use the CARS Checklist after the discussion (credibility, accuracy, reasonableness, support). I would warn them how easily this kind of news can spread and how dangerous it is.

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I have chosen this article https://www.is4k.es/necesitas-saber/contenido-inapropiado for a 11years-old class. The article of the Spanish SIC provides a story of a child that finds a fake content when he is surfing online, with recommendations for adults about how to react in a similar situation.

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We did something similar to a fake news story , presenting to a class a list of biographies of poets they were going to study, looking like they were taken from the Internet, including one we completely invented using the information provided by their text book, mixing all the characteristics of different literacy movements to create the writer profile. With our great satisfaction the students succeded in finding out the fraud, through a process similar to the CARS test, comparing the information given with the book and verifying the compatibility of all the information.

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I would use this article for my 5th graders:
http://www.iltalehti.fi/iltvuutiset/201703310161505_v0.shtml
The article is from April Fools' Day and it has a video attached to it which makes it more realistic than it actually is.
I would definately use the CRAP test and I would like the students to think about the publish date and the 'subtle' hints about falsity.

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I would take an article that deals with politics or economy and I would compre with real facts. Than I would ask my students to change some information and to create a faked one

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a) This article was published by a local online newsagency on Facebook. The Mercator, a famous ship and one of the icons of our city, returned to its dock after several months of restoration. Unfortunately, half the ship had sunk because they used a non-waterproof paint. <iframe src="https://www.facebook.com/plugins/post.php?href=https%3A%2F%2Fwww.facebook.com%2FHetOstendsNieuws%2Fposts%2F10154712384144531%3A0&width=500" width="500" height="547" style="border:none;overflow:hidden" scrolling="no" frameborder="0" allowTransparency="true"></iframe>
b) CRAP: currency, reliability, authority, purpose
The photo matching the article has clearly been photoshopped. The newsagency posted this article on April, 1st (fool's day)

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I work with students aged 11-14 and I would propose an interesting activity for them. I would look for a fake news and will analyse it with them, in class. We will follow the steps mentioned in this module and will focus on the final step: DO NOT SHARE.
We may still have doubts about the reliability of a certain news, even if we have paid careful attention. Either we recognise it as fake or not, we should avoid sharing. That's an important point!

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It hard to recognize children fake news but I work with them to undrestand it

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European Schoolnet, Brussels, Belgium. 17K likes. European Schoolnet is a network of 34 Ministries of Education from across Europe, leading educational innovation at European level. http://www.eun.org

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I will show to my students 2 types of articles : one real and authentic and one fake.The activity is : compare, contrast and find the common points using the 10 Questions guide presented above and the CRAP test.

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a) After recent photos from Mars were released, several sensationalist news sites published stories revolving around an “ancient tree stump” that NASA had apparently discovered. This ancient tree stump, which scientists identified as an irregular rock pattern, has taken a life of its own through the internet, with people reporting it as “proof” of life on Mars, or that the planet once hosted an environment not dissimilar to ours.

b) The criteria I would want my students to use for assessing the quality/veracity of this source of information are in the CRAP test.

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UFO hunters claim that an image taken by NASA's Mars Curiosity Rover shows an ancient tree stump on the surface of the Red Planet.

A video posted to YouTube by Paranormal Crucible highlights the feature on the surface of Mars, speculating that it could be the petrified remains of a Martian tree. "Object is around 3 feet in height, and with numerous discoveries of plant and animal life on mars, it would be logical to assume, that a variety of tree either existed, or still exists on this enigmatic planet," it explained, in a post accompanying the video.
STRANGE 'FIGURE' SPOTTED BY MARS CURIOSITY ROVER
"Paranormal Crucible makes a hypothesis that this could be an ancient tree stump on Mars," adds the website UFO Sightings Daily. "Its a good assumption since NASA themselves said Mars was Earth-like when a solar explosion hit the planet."

The video sparked a slew of comments on YouTube, with not everyone convinced by the tree stump theory. "OMG, it's a rock!" wrote one commenter. "It is a rock formation. The strata is identical to the formation behind it, except vertically tilted. It was probably flipped," wrote another commenter.
NASA's CURIOSITY ROVER SPOTS PURPLE ROCKS ON MARS
The image was taken by the Curiosity Rover's Left Mastcam on March 25, 2017, according to NASA's Jet Propulsion Laboratory.

This is not the first time that a Martian image has generated buzz. In 2015 UFO hunters claimed to identify a mysterious woman-like shape in a picture taken by NASA's Mars Curiosity Rover.
FOR THE LATEST TECH FEATURES FOLLOW FOX NEWS TECH ON FACEBOOK
The largest rover ever sent to Mars, Curiosity launched on Nov. 26 2011 and landed on the Red Planet on Aug. 5, 2012.

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UFO hunters claim that an image taken by NASA's Mars Curiosity Rover shows an ancient tree stump on the surface of the Red Planet. A video posted to YouTube by Paranormal Crucible highlights the feature on the surface of Mars, speculating that it could be the petrified remains of a Martian tree.

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As part of the Erasmus+ School Media Center: Taming the Fourth Power, students had a workshop on analising the content of articles, both paper and online article, checked the credibility of the sources, the intention behind the news, the construction of the article, piece of news, put them in contrast with other sources. The activity was designed to teach students media literacy.

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I am a secondary school teacher, so my students will work on five different news and decide on their credibility using the app CRAP.
This is the link: http://www.elespanol.com/ciencia/tecnologia/20161116/171233445_0.html
And this is the fabulous picture of the first one:

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Students will compare to different news in 2 online sources and use CRAP to analyse.
https://www.sensacionalista.com.br/2017/04/27/reforma-trabalhista-e-aprovada-na-camara-e-faxineiros-passam-a-noite-retirando-papel-picado-da-clt/
x
http://www.bbc.com/portuguese/brasil-39714346

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I teach in a primary school so I think I'll follow Annamaria 's advice and I can also use this link
http://www.oldtown.calderdale.sch.uk/fake-news/

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I explored many resources but this activity for italian students is very good http://factcheckers.it/guida/

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I would like my pupils to work on this article: http://noticiasmuycuriosasverparacreer.blogspot.com.es/2016/10/la-libreria-que-tiene-un-cuarto-de.html. They'll use the CRAP test to figure out the reliability of the news.

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My pupils are young but I will try proposing them easy news. I’d try a simple game “Fake news – Simon says-“ (http://www.npr.org/sections/ed/2017/02/16/514364210/5-ways-teachers-are-fighting-fake-news) I’d use the seven-point checklist suggested:

1. Do you know who the source is, or was it created by a common or well-known source? Example National Geographic, Discovery, etc.
2. How does it compare to what you already know?
3. Does the information make sense? Do you understand the information?
4. Can you verify that the information agrees with three or more other sources that are also reliable?
5. Have experts in the field been connected to it or authored the information?
6. How current is the information?
7. Does it have a copyright?

I will offer my students true and false articles. They have to decide (three minutes time) if it is true or false. To find false news I could look at http://www.direttanews24.com/

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Sexism, racism and bullying are driving people out of tech, US study finds

https://www.theguardian.com/technology/2017/apr/27/tech-industry-sexism-racism-silicon-valley-study

The  criteria in this exercise is to analyze and find the aspects related with: context, credibility, collaboration and comparison.
At the end student writes a summary considering facts and/or opinions content in the article.

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I want to presented  to my pupils this aricle http://www.elmundotoday.com/2017/04/nuevas-partidas-presupuestarias-de-2017/
I will ask about the article to my pupils and finally they will say if the article is real

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http://www.novosti24.net/ generates fake stories. I would expect them to check the comments, search for used images on Google (if they often appear...), check the quotations from people used...

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I would present the interview of the creator of "Greek hoaxes" and make a discussion with my students on it.

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I would show my students this article
And then I would ask them to evaluate it with the CRAP and CARS checklist

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I will propose to students the news that riported that Will Smith was found dead. It was a fake news riported by the news site "La Repubbica", fake name for Italian newspaper "La Repubblica".
I will suggest also to read the website "bufale.net" which analyzes fake news
http://www.bufale.net/home/bufala-trovato-morto-casa-will-smith-scomparsa-unaltra-stella-del-cinema/
The suggested criteria are the same of CRAP and they depend on which article is found by students.

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I will involve my students in fake news activities by presenting them an actual fake news story of the following website:
MEDIA FACT CHECKING SERVICE -USAID PROJECT FOR STRENGTHENING THE MEDIA IN MACEDONIA (http://factchecking.mk/all-suggested-posts/).
On this website are given examples of false news and reviews for the text of the news. As a suggestion we will consider the following news: ,,Dogs attacked the child in Negotino: grandfather saves the bloody grandchildren from the jaws of the animals,, Then will analyse the recension of the text (http://proverkanafakti.mk/predlozeni-napisi/)

and ask them to analyse its quality/veracity using the criteria: http://www.workliteracy.com/pages/the-crap-test/

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I think  I would made them reflect about the weather forecast, how the media show us the topic.

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For the time being, with my pupils I can not put into practice what you are asking in this Padlet, because they are too small.

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I work in a middle school in Italy. As for FAKE NEWS I would work with 3rd Class students. The news I chose is the following: ""Pope Francis Shocks World, Endorses Donald Trump for President, Releases Statement"". I would ask their opinion first then I would show and read together this article http://www.snopes.com/pope-francis-donald-trump-endorsement/. .
CRAP TEST http://www.workliteracy.com/pages/the-crap-test/ or/and CARS Checklist http://www.mhhe.com/socscience/english/allwrite3/seyler/ssite/seyler/se03/cars.mhtml will help us to understand how to recognize fake news.

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1) the (fake) news I'll present to my students:

http://www.snopes.com/malia-obama-expelled-harvard/

2) assessing criteria for analysing it (from http://www.mhhe.com/socscience/english/allwrite3/seyler/ssite/seyler/se03/cars.mhtml) :
Credibility

Is there sufficient evidence presented to make the argument persuasive?

Are there compelling arguments and reasons given?

Are there enough details for a reasonable conclusion about the information?

Accuracy:
several indicators that may mean the source is inaccurate, either in whole or in part:

No date on the document

Assertions that are vague or otherwise lacking detail

Sweeping rather than qualified language (that is, the use of always, never, every, completely rather than usually, seldom, sometimes, tends, and so forth)

An old date on information known to change rapidly

A very one-sided view that does not acknowledge opposing views or respond to them

Reasonableness:
some clues to a lack of reasonableness:

Intemperate tone or language ("stupid jerks," "shrill cries of my extremist opponents")

Overclaims ("Thousands of children are murdered every day in the United States.")

Sweeping statements of excessive significance ("This is the most important idea ever conceived!")

Conflict of interest ("Welcome to the Old Stogie Tobacco Company Home Page. To read our report, 'Cigarettes Make You Live Longer,' click here." or "When you buy a stereo, beware of other brands that lack our patented circuitry.")

Support:

Where did this information come from?

What sources did the information creator use?

Are the sources listed?

Is there a bibliography or other documentation?

Does the author provide contact information in case you wish to discuss an issue or request further clarification?

What kind of support for the information is given?

How does the writer know this?

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I will use this site: http://haynoticia.es/albert-rivera-propone-la-vuelta-del-servicio-militar-obligatorio-ninis/ to analyze if it is a real or fake web using these  criteria:
* Currency -

o How recent is the information?

o How recently has the website been updated?

o Is it current enough for your topic?

* Reliability -

o What kind of information is included in the resource?

o Is content of the resource primarily opinion? Is is balanced?

o Does the creator provide references or sources for data or quotations?

* Authority -

o Who is the creator or author?

o What are the credentials?

o Who is the published or sponsor?

o Are they reputable?

o What is the publisher’s interest (if any) in this information?

o Are there advertisements on the website?

* Purpose/Point of View -

o Is this fact or opinion?

o Is it biased?

o Is the creator/author trying to sell you something?

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On April Fools' Day lots of fake news articles appear in the internet. These articles can be used in lessons with students.  This year Tesla announced an innovative toothbrush https://www.sprout.nl/artikel/scaleups/tesla-lanceert-innovatieve-tandenborstel

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First of all, many thxx for the great resources...I'd use them in my work with sts. 'Web We Want' website & books for teachers & pupils would be nice regarding to it, too. It will be useful to tell sts about phishing & how to protect their identity online as well.  :)
http://www.webwewant.eu/web/guest/about
http://www.phishing.org/what-is-phishing

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good articles to understand the acronymous..youth lang.

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Here is an article I can use with my students to identify fake news. http://www.snopes.com/black-stones-rain-turkey/

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Anastasia Papadopoulou Fake Contests at Social Media and Games

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Anastasia Papadopoulou Fake Contests at Social Media and Games

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One of the most serious problems here in Greece are Fake Contest such the one indicated at the attached picture! We would analyze the story according to CRAP or CARS checklist. Then as a homework they will have to find a similar story from the web social media or the games they use in order to present it at the classroom

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At http://www.delfi.lt/news/daily/demaskuok/, there are some stories identified as fake news (in Lithuanian). First, I would select one of stories and would analyze together with students according to CRAP or CARS checklists. And after that I would ask them to select a story from the media they read, and make evaluations by themselves.

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I'll use this site with my pupils http://www.snopes.com/cockroach-zimbabwe-x-ray/
then I'll check with them Credibility
Accuracy
Reasonableness
Support (CARS point).

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I would read this article with my students: http://www.snopes.com/crayola-retire-dandelion-crayon/
Then I would ask the following questions from the CRAP list:
Currency -

How recent is the information?

How recently has the website been updated?

Is it current enough for your topic?

* Reliability -

What kind of information is included in the resource?

Is content of the resource primarily opinion? Is is balanced?

Does the creator provide references or sources for data or quotations?

* Authority -

Who is the creator or author?

Who is the published or sponsor?

What is the publisher’s interest (if any) in this information?

Are there advertisements on the website?

* Purpose/Point of View -

Is this fact or opinion?

Is the creator/author trying to sell you something?
In the end I would show them that it's a fake piece of new.

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LORRAINE, Malta.    This is an article I would give to my students.  http://www.dailymail.co.uk/health/article-4423472/Why-getting-right-bed-make-grumpy.htmlThen I would ask them the following questions:1. How did you come across this article?2. Look at the heading: (a) Does it use a lot of capital letters, exclamation marks or a lot of other punctuation? (b) Does it immediately provoke strong feelings in you, such as anger? (c) Is it making some kind of claim that by reading the article you will find out something no one else has told you about before?3. Is the source of the information a known, credible source?4. Google the author's name.  What can you find out about them?5. Does it have an 'About' section? Browse through it and see if you spot phrases such as 'fantasy news', 'fake news' or 'satirical news'.6. Does it cite any resources?  Google them and see if they appear credible.7. Google the news item on other known sites.  Is it reported anywhere else?8. Search for the same news item on a fact-checking site such as snopes.com9.  Are you in doubt as to whether this news item is real?

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LORRAINE, Malta.    This is an article I would give to my students.  http://www.dailymail.co.uk/health/article-4423472/Why-getting-right-bed-make-grumpy.htmlThen I would ask them the following questions:1. How did you come across this article?2. Look at the heading: (a) Does it use a lot of capital letters, exclamation marks or a lot of other punctuation? (b) Does it immediately provoke strong feelings in you, such as anger? (c) Is it making some kind of claim that by reading the article you will find out something no one else has told you about before?3. Is the source of the information a known, credible source?4. Google the author's name.  What can you find out about them?5. Does it have an 'About' section? Browse through it and see if you spot phrases such as 'fantasy news', 'fake news' or 'satirical news'.6. Does it cite any resources?  Google them and see if they appear credible.7. Google the news item on other known sites.  Is it reported anywhere else?8. Search for the same news item on a fact-checking site such as snopes.com9.  Are you in doubt as to whether this news item is real?

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I think I will ask my students to verify fake news on facebook as it's one of their most widespread used social through a CRAP TEST
http://www.workliteracy.com/pages/the-crap-test/
and a CARS template
http://www.mhhe.com/socscience/english/allwrite3/seyler/ssite/seyler/se03/cars.mhtml  followed by a group class debate and the creation of a their own good/wrong behaviour checklist.

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https://www.infowars.com/
and would discuss with my students the CRAP and/or CARS criteria for identifying fake news stories.

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Sometimes I use http://factcheckingday.com/lesson-plan in my classes

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In classroom, we talked together about fake news, then I introduced them the CRAP method to individuate a fake news and I asked them to visit this website to verify the fake news https://www.buzzfeed.com/craigsilverman/fake-news-checkllist?utm_term=.onzML82kBm#.mwkzVvX6LJ

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I would introduce to my students the CRAP method just to have an useful tool to analyze some websites. Then I will ask them to apply the CRAP method to the following source: http://www.mednat.org/vaccini/autismo_conferme.htm

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I would ask the students to read the following web article and then make the use the CRAP and CARS checklist to evaluate it.

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Direttamente dal parlamento europeo, ecco la banconota da mille euro che faciliterà gli acquisti ai ceti più abbienti. Un taglio, questo, molto importante e che dimostra come la politica sia vicina a delle problematiche reali. Quante volte, infatti, sarà capitato di dover acquistare un capo firmato o un modello di cellulare molto costoso e ci si è quindi trovati costretti ad uscire con banconote di piccolo taglio, un ammasso di carta nel portafoglio, scomodo da portare e soprattutto ingombrante; adesso questo non sarà più un problema, perché l'Europa ha messo a punto una soluzione di tutto rispetto: infatti, a partire dal prossimo maggio, giunge sul mercato la prima banconota da mille euro, che permetterà di risparmiare un ingente quantitativo di carta e di uscire con più comodità.

La banconota sarà però disponibile solo per i ceti abbienti, perché come spiega il filosofo Riccardo Ricchia: "Giustamente chi fattura dai 6mila euro in su avrà una necessità maggiore di un taglio più grande, per gli altri è bene che continuino a spendere con banconote di 50 euro o di 100 al massimo. Ricordiamo che la banconota da mille, definita anche nel nostro gergo 'milletta', è sì comoda e maneggevole, ma rappresenta un capitale non indifferente. Sarebbe un gran peccato, per chi magari guadagna mille euro al mese, o mille e duecento che so, perdere in sul colpo tutto lo stipendio. A scopo puramente precauzionale sarà concessa solo ai ceti più abbienti, per dirla in breve, ai ricchi appunto". Bene, quindi per le persone che fatturano sopra i seimila euro, dal prossimo maggio sarà disponibile anche la milletta. Ben venga il progresso monetario, regaz

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Europa. Arriva la banconota da mille euro che facilita gli acquisti dei RICCHI. SOLO PER I RICCHI

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Direttamente dal parlamento europeo, ecco la banconota da mille euro che faciliterà gli acquisti ai ceti più abbienti. Un taglio, questo, molto importante e che dimostra come la politica sia vicina a delle problematiche reali.

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I would like to ask pupils to search three news on Facebook and then they should  verify them  using

the CRAP

http://www.workliteracy.com/pages/the-crap-test/

and the CARS

http://www.mhhe.com/socscience/english/allwrite3/seyler/ssite/seyler/se03/cars.mhtml

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Questo è il decalogo che faccio seguire ai miei alunni

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I would ask my students to read an article of their choice, fact check the article against the CRAP checklist.

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I would ask my students to read an article of their choice, fact check the article against the CRAP checklist.

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Here is a webside full of fake news. It's in greek

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I would use this fake news:
http://abcnews.com.co/secret-service-says-obama-is-gay-muslim-in-new-book/
My students could refer to CARS checklist or CRAP Test.
In addition Italian students could visit this site for having a good training and learn to recognize fake news:

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Guida galattica per esploratori di notizie

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Scopri la guida galattica per giovani factcheckers. Gira le carte e impara a informarti meglio online! #FactCheckIt

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I would use this site: http://news4ktla.com/bananas-india-injected-hiv-virus-prior-u-s-shipment/
and I would give them the following criteria that is available at http://www.workliteracy.com/pages/the-crap-test/:  Currency -

o How recent is the information?

o How recently has the website been updated?

o Is it current enough for your topic?

* Reliability -

o What kind of information is included in the resource?

o Is content of the resource primarily opinion? Is is balanced?

o Does the creator provide references or sources for data or quotations?

* Authority -

o Who is the creator or author?

o What are the credentials?

o Who is the published or sponsor?

o Are they reputable?

o What is the publisher’s interest (if any) in this information?

o Are there advertisements on the website?

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There are all sort off fake news. I would probably let my pupils to check these sites: http://www.publishwall.si/stoychi./post/98643/vojaski-kemicni-letalski-napad-nata-na-slovenijo-ii from 2014 and

http://www.publishwall.si/bozan.zabjek/post/286393/konec-zlocinske-pozebe-sledijo-chemtrailsi-22417 from 2017.

After reading, we would talk about them, if they are real or fake. How can we know if they are fake? How can we check news authenticity? I would ask them to use the 5 Cs method.

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There is the site http://ellinikahoaxes.gr/ which reveals fake news. I would show my pupils the latest video shown on the Greek channels news(!) http://ellinikahoaxes.gr/2017/04/21/epsilon-tv-the-interview-blunder/ - it showed a North Korean girl singing a 'bad song' about USA, actually a scene from a film!!
We would read the article, discuss about possible ways to corroborate the news, and use the 5 C's.

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With my pupils of primary school i could use this fake news.
http://www.ilfattoquotidiano.it/2017/01/23/migranti-lultima-bufala-diventa-virale-sul-web-patente-gratis/3335946/
Unfortunately, i deeply believe that even adults haven't tools for a critical consuming of internet information, so i hope to help society through children. So, i'd propose an analysis of this fake news based on the five C's:
Context
Credibility
Construction
Corroboration
Compare.

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My students are 18-19een and their problem with fake news is expecially in searching information for school. I always remember them that a lot of information are fake

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During ICT lessons for 12-13 years old pupils we talk about computer viruses and how they infect computers. One way is advertising windows with the most popular fake news like "You win a million!" and everyone knows it. But it is difficult to recognize the truth topic when we find information online.

For this activity I would use recomended website at the end of this module http://www.snopes.com/canadian-fishermen-shrimp/

There is CRAP test that I'll recommend them for use in assessing the quality / accuracy of this particular source of information:
* currency
* relaibility
* authority
* purpose/point view

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A photograph shows a record-breaking 320-pound shrimp caught by Canadian fisherman.

A photograph purportedly showing a giant 320-pound shrimp first appeared in a fake news article published by World News Daily Report, and has been appearing regularly as fact since:

Two men from the Canadian Atlantic Coast made an astonishing catch while fishing near the confluence of the Matane River and the St. Lawrence River. The fishermen captured a northern prawn measuring over 2.80 meters (9 ft) long and weighing more than 145 kilograms (319 lbs), the biggest crustacean of this type to have ever have been caught.

The image, like the story it accompanies, is fake. The original photograph shows a Wels catfish that fishing guides Stefan Seuß and Benjamin Gründer caught in Italy's River Po in 2013. The Team Black Cat fishing products web site did not mention the catfish's weight, but did say that the fisherman hauled in three Wels catfish on the trip that ranged from about 7.5 to 7.6 feet:

With snowstorms and sub zero temperatures to contend with and very low water temperatures which continually iced up the rods, the fishing was never going to be prolific.

However, they proved that the species can be caught year round by tempting nine wels catfish in seven days using deadbaits, including giants of 228cm, 233cm and 234cm in length.

Unnervingly large shrimp have been caught by fishermen in the past (such as this Mantis shrimp, complete with independently moving eyes, found in Florida waters in 2014), but to our knowledge, one measuring more than nine feet from tip to tail does not exist.

Snopes Delivered to Your Inbox:

Total Fishing. "Catfish In The Snow."
3 April 2016.

Total Fishing. "Catfish In The Snow."
3 April 2016.

World News Daily Report. "Canadian Fishermen Catch Record-Breaking 320-Lbs Shrimp."
May 2016.

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FACT CHECK: Did Canadian Fishermen Catch a 320-Pound Shrimp?

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A photograph shows a record-breaking 320-pound shrimp caught by Canadian fisherman. A photograph purportedly showing a giant 320-pound shrimp first appeared in a fake news article published by World News Daily Report, and has been appearing regularly as fact since: Two men from the Canadian Atlantic Coast made an astonishing catch while fishing near the confluence of the Matane River and the St.

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I love this video because, more than a fake one, it talks about the mythic animal, there are fake interviews, biological explanations. Pupils have a lot to work on and to check. As YouTube is a huge place where any kind of video can be upload, students have to find reliable websites to assess the quality/veracity of the source.

https://youtu.be/BDtvzCgPlEc

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Baby born weighing 18 kg, is the largest in the world

http://www.porquenosemeocurrio.com/2017/04/nace-recien-nacido-pesando-18-kg-es-el.html

They should use the CRAP or CARSchecklists, I think they can choose.

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A lot of students are going on web.de to get information about politics, football... So I would ask them to have a look on this site and to look for the polizical information. They should notice the information, they should investigate the information. The results should be noticed in a kind of SWOT but I name it CRAP (Currency, Reliability, Authority, Point of view). They ae working in groups and every group is writing its results in an other calour.

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For this activity I would use these websites The Tree Octopus (http://zapatopi.net/treeoctopus/) and All About Explorers (https://allaboutexplorers.com/explorers/)

To help them spot fake news I would tell my students to use these tips:
-  Look for unusual URLs

-  Dissect the layout:  Look out for grammatical mistakes, incorrect dates, no sources and unusual images
-  Dig deeper:  Who wrote the article?  Who supports the website?

- Cross-check:  Check other websites if the given information is the same

- Try a reverse Image Search

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This is an example of a recognized fake news taken from an italian politician's Facebook profile.

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I would introduce my students the 5Cs model and then I could use fake news published or posted on April Fool's Day and ask them to check them according to 5Cs model.

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My students are 15-18 years old.

An idea is to find out if it is fake the following website: http://www.i-eidisi.com/2016/03/01/mipos-to-ilektroniko-tsigaro-vlapti-perissotero-apo-to-simvatiko/

by analyzing it according to the 5Cs model (Context Credibility Construction Corroboration Compare)

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I would invite them to watch a video I made some years ago about some fake news concerning our lighthouse with the statement from the major and I would invite them to command on it checking the:
Credibility
Accuracy
Reasonableness
Support
After that we could start a debate about what to believe in the news, why and when.

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Find out - which website is fake?

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Although we often discuss in the classroom about fake news and unreliability, I had never thought of such an activity. First of all, I am going to ask my students whether they are aware of such a website or not. If they are, we will visit it and try to implement the 5Cs model. If none of my students is aware of such a site then I will create two teams. One of them will visit and evaluate according to the 5Cs model the website http://zapatopi.net/treeoctopus/ and the other team will evaluate (with the same way) the website http://www.tokoulouri.com/. Then we will compare the outcomes.

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Most of my pupils like TV series so I could analyse a recent fake news posted on a famous social website. The news was about the main character of a famous sci-fi (i.e. Science fiction) TV series, who would be substituted in the next series of the show by an actress - a well known artist who played a famous role in the Harry Potter Saga, too. So it could be a good news for the fans of the TV series, but it was a fake one.

To assess the veracity of this piece of news I could ask my students to use The CARS Checklist about the Credibility, Accuracy, Reasonableness and Support (evidence for the claims made) of the news. If they learn to use the criteria in this list to critically evaluate the material they are reading, they will be much better able to separate the high-quality information from the poor quality one.

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You can find information about fake news in spanish in this page http://politica.elpais.com/politica/2017/01/27/actualidad/1485523499_326784.html

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To help students learn about fact-checking I would use this article,
http://southendnewsnetwork.com/news/southend-residents-evacuate-town-over-supermoon-collision-fears/#
To analyze this article’s veracity, we would use the CARS Checklist.  Its criteria are Credibility, Accuracy, Reasonableness and Support.  This Checklist will help students be more critical when they read news on social media.

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I would show and give my pupils a checklist with ten questions for fake news. Then we would read them and talk obout that.

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This is an example of a fake news http://ba.novosti24.net/vijest/3/1748226670/dobio-na-lotu/
I am planing that one of my students will make a fake news with the help of this site http://www.novosti24.net/
After the student create the fake news, we will present it to the other students. All of them must ckeck about
Credibility
Accuracy
Reasonableness
Support
After that we will discuss about it in the class.

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I'm a teacher in school for informatics, i'll show them the crap and cars test and i'll discuss togheter about their utility and importance

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I will let my 14 year old students read this article
https://www.huzlers.com/mcdonalds-employee-fired-for-placing-his-mixtape-in-childrens-happy-meals/
and analize it using the CRAP criteria.

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I don't know which fake news story I could propose to my students. However I think I would use CARS acronym to involve them in the analysis of the text.

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This site has all fake news and everybody  old enough knows it: http://news-bar.hr/. I would give my pupils to pick on news they like and using 5 C's write everything they suspect is showing that is fake news.

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If you want to know you on the social network show what you want and whether in this context, personal stories and emotions more than factors, it is important for children and young people to have to recognize the difference between authorized and reliable news and sources
http://www.medijskapismenost.hr/kljucne-vjestine-za-post-truth-eru-naucite-djecu-kako-prepoznati-lazne-vijesti/