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Hatchell, H 2004, 'Privilege of Whiteness: adolescent male students resistance to racism in an Australian classroom', Race Ethnicity and Education, vol. 7, no. 2, pp. 99-114, retrieved 20th of December 2016, <http://eds.b.ebscohost.com.ezproxyb.deakin.edu.au/eds/command/detail?sid=d654d05b-c3ee-4805-a3b7-14b25fa4416d%40sessionmgr105&vid=4&hid=114>

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Mansouri, F, Kamp, A 2007, 'Structural Deficiency or Cultural Racism: The Educational and Social Experiences of Arab-Australian Youth', Australian Journal of Social Issues, vol. 42, no. 1, pp. 87-102, retrieved 20th of December 2016, <http://dro.deakin.edu.au/eserv/DU:30007247/mansouri-structuraldeficiencyorcultural-2007.pdf>

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Priest, N, Walton, J, White, F, Kowal, E, Fox, B, & Paradies, Y 2016, '‘You are not born being racist, are you?’ Discussing racism with primary aged-children', Race, Ethnicity & Education, vol. 19, no. 4, pp. 808-834, retrieved 1st of August 2016, EBSCOhost, Deakin University Library Catalogue.

Reinish, L 2011, The Fake News Invasion, Free Press, retrieved 20th of December 2016, <http://s3.amazonaws.com/libapps/accounts/40117/images/snopes-fake-news-sites.jpg>

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Schulten, K 2015,Skills and Strategies | Fake News vs. Real News: Determining the Reliability of Sources, The New York Times, retrieved 20th of December 2016, <http://learning.blogs.nytimes.com/2015/10/02/skills-and-strategies-fake-news-vs-real-news-determining-the-reliability-of-sources/?_r=0>

Thai, R 2015, Is a World Without Racism Possible?, Youth Are Awesome, retrieved 19th of December 2016, <http://www.youthareawesome.com/wp-content/uploads/2015/07/A-world-without-racism--1024x915.jpg>

The Black Eyed Peas - #WHERESTHELOVE ft. The World 2016, YouTube, BlackEyedPeasVEVO, September 1st, retrieved 20th of December 2016, <https://www.youtube.com/watch?v=YsRMoWYGLNA>

The Hollywood Reporter 2015, Muslim Killers, The Hollywood Reporter , retrieved 20th of December 2016, <https://62e528761d0685343e1c-f3d1b99a743ffa4142d9d7f1978d9686.ssl.cf2.rackcdn.com/files/127823/area14mp/image-20160622-7203-1az1cqu.png>

This is Not A Rainbow 2014, YouTube, MinutePhysics, 28th pf October, retrieved 20th of December 2016, <https://www.google.com.au/search?q=rainbow&biw=1458&bih=647&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjT0aiGmIHRAhVCHZQKHfm3B9EQ_AUIBigB#imgrc=Du4QJOuMQZK11M%3A>

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'If you never know truth, then you never know love'.

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The Black Eyed Peas - #WHERESTHELOVE ft. The World (Video)

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What is News Literacy and Why Do You Need It?

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What is News Literacy and Why Do You Need It?

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'The speed with which information spreads now has created the ideal conditions for a phenomenon known as circular reporting'.

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Update: Please also see our new, 2017 lesson, Evaluating Sources in a 'Post-Truth' World: Ideas for Teaching and Learning About Fake News

_________

How do you know if something you read is true? Why should you care?

We pose these questions this week in honor of News Engagement Day on Oct. 6, and try to answer them with resources from The Times as well as from Edutopia, the Center for News Literacy, TEDEd and the NewseumEd.

Although we doubt we need to convince teachers that this skill is important, we like the way Peter Adams from the News Literacy Project frames it in a post for Edutopia.

As he points out, every teacher is familiar with "digital natives" and the way they seem to have been born with the ability to use technology. But what about "digital naïveté" - when students trust sources of information that are obviously unreliable?

Even though they know how easy it is to create and distribute information online, many young people believe - sometimes passionately - the most dubious rumors, tempting hoaxes (including convincingly staged encounters designed to look raw and unplanned) and implausible theories.

Below, a roundup of tools, questions, activities and case studies we hope can help reduce this digital naïveté. Tell us what you think - or what we missed.
Getting Started: What is News Literacy and Why Do You Need It? Video and a related lesson plan from TEDEd.
The concept of " media literacy " has been around for decades, but "news literacy" is a new field that is growing as fast as the boundaries around old definitions of journalism are being dismantled.

The Center for News Literacy explains it this way:

The most profound communications revolution since the invention of Gutenberg's printing press seems to make it harder, not easier, to determine the truth. The digital revolution is characterized by a flood of information and misinformation that news consumers can access from anywhere at any time.

News aggregators, bloggers, pundits, provocateurs, commentators and "citizen journalists" are competing with traditional journalists for public attention. Uninformed opinion masquerades as news. Lines are blurring between legitimate journalism and the propaganda, entertainment, self-promotion and unmediated information on the Internet.

This superabundance of information has made it imperative that citizens learn to judge the reliability of news reports and other sources of information that is passed along their social networks.

Teachers can check out Edutopia's Five-Minute Film Festival on News Literacy to find more resources on the concept, or, to explore it in much greater depth, visit the Center for News Literacy's Digital Resource Center to access a comprehensive curriculum series "From Gutenberg to Zuckerberg in 14 Lessons."

Before you embark on a full unit, however, we suggest two exercises.
First, Ask Your Students to Weigh In

More people have died from selfies than shark attacks this year: //t.co/0IcHpOaWgY pic.twitter.com/1Ij5cG6iMs

- Mashable (@mashable) September 27, 2015

Mashable claims that, in 2015, selfies have killed more people than sharks. The Washington Post's Intersect says that's ridiculous. What do you think?
A couple of years ago, we asked students on our blog, How Do You Know if What You Read Online Is True?

One of our daily Student Opinion questions, it was inspired by a Times article that week, "If a Story Is Viral, Truth May Be Taking a Beating," that noted, "viral trumps verified ... as long as the clicks keep coming."

Here are some of the questions we posed in the course of that discussion. You might invite your own students to talk about them in pairs, small groups or as a whole class before you begin a news literacy curriculum - and then revisit their answers after you finish. And since all of our Student Opinion questions are still open to comment, they can also post their thoughts to our blog:

1. How many viral posts - whether articles, videos or photographs - do you click on each week? How many on average do you share on social media?

2. How often do you check to make sure what you are sharing or commenting on is real? How do you go about finding that out?

3. How much do you care if a story purporting to be real actually is?

4. How much more careful are you with online sources when you are doing work for school than when you are simply surfing the web for fun? How do you decide what is a reliable source for your schoolwork?

5. What sources of news do you usually trust? What sources do you rarely trust? Why?

6. What responsibility do journalists and news outlets who post or link these stories have to make sure they are true? Is it their job to make sure something is not a hoax before they cover or link to it? How do you think they go about verifying information?

7. Can embellished, or outright fake, stories have real-world consequences? What examples can you give?

8. In a world where news can be reported by anyone with a cellphone, how do you decide what is true? What questions should you ask to find out? What personal rules might you develop to decide what news you post and when you post it? What harm might be done by not following those rules?
Then, Impose a 48-Hour News Blackout
Another introductory exercise that can help students examine their media habits and show them why and how news matters comes from the Center for News Literacy, as described in a 2007 Times article about its work:

At the outset of the course, students are required to impose a 48-hour news blackout on themselves. They are not to watch, read or listen to the news, including weather reports and sports scores. The idea is to emphasize the role that such information plays in their lives, often without students' realizing it.

You can find more about that idea here.
Tools and Strategies: How to Tell Fake News From Real News Worst Twerk Fail EVER - Girl Catches Fire Mexican Red Rump Tarantula Missing in Brooklyn Post a Facebook Copyright Status to Protect Your Information
These stories all went viral on social media, but if you click the links, you'll see all of them turned out to be hoaxes. And yet, sometimes something that sounds fake - like this story about West Point cadets who "weaponized" a pillow fight - isn't.

How can you tell? Before you hit "share," what questions should you ask?

First, suggests Chad Lorenz in a piece for Slate that explores the need for news literacy curriculums, consider the places from which you routinely get information:

Today a tour through your social media news feed might take you to Mental Floss, Dadaviz, Colossal, Cracked, Dangerous Minds, Uproxx. How is a reader to know what from this assortment of blogs and webzines can be trusted? What about a site like Inquisitr? ( Approach with caution.) What about Before It's News? (Trick question: That one is definitely not to be trusted.) While it might seem easy to distinguish real news from fake news, many people, including experienced journalists, get suckered more often than you would think. Students, as heavy users of social media, where fake news and hoaxes proliferate, should think about their own responsibility to share reliable information and not perpetuate misinformation.

Once you've done that, you might next consult the Newseum's popular Believe It Or Not? lesson plan that walks teachers and students through basic news literacy. Students learn to ask these six "consumer questions" when vetting a story:

Who made this?

How was this made?

Why was this made?

When was this made?

What is this missing?

Where do I go from here?

Another method for questioning sources of information is the mnemonic the students at Intermediate School 303 in Coney Island use: IMVAIN.

Independent sources are preferable to self-interested sources.

Multiple sources are preferable to a report based on a single source.

Sources who Verify or provide verifiable information are preferable to those who merely assert.

Authoritative and/or Informed sources are preferable to sources who are uninformed or lack authoritative background.

Named sources are better than anonymous ones.

Watch a video and learn more about how they use this technique, from the Center for News Literacy, here, then try it yourself with this checklist.

Finally, here are some guidelines specifically about breaking news from NPR's On The Media:
More Sites and Tools for Fact-Checking What You Read Going Further: Applying Your Skills, Reading Case Studies and More Practice With Content From Your News Feeds
Go through your social media feeds or your daily newspaper or both, and choose one news story, then try asking the six questions the Newseum suggests. (To learn more about how to apply each individual question, consult this resource.)

Or, compare two or more news reports on the same topic but from different news outlets to see how the same story is covered in each. You might compare lead stories or, via the Newseum's daily gallery, compare newspaper front pages from around the world, whether from that day or from big news events of years past. Or, pick a divisive or controversial topic and look at how different news sources have handled the subject.

Remember as you read that news outlets feature both straight news reporting as well as opinion about the news, and that sometimes those distinctions can blur. How can you tell the difference?

If you are a teacher doing this with an entire class, you and your students might eventually create a full classroom gallery walk of news items that highlight some of the issues raised in this post.
Learn From Some Famous Case Studies
So far most of the examples we've provided have been fairly silly - pigs rescuing goats, twerking problems - but there can be serious consequences to inaccurate news reporting, and to contributing to viral stories by sharing them yourself.

And sometimes, even generally reliable sources will make mistakes.

For instance, just after the Boston Marathon bombings in 2013, the F.B.I. released pictures and video of two young men who officials believed may have been responsible for the explosions, and the Internet quickly offered to help find them. Nick Bilton writes about what happened next:

In a scene metaphorically reminiscent of a movie in which vigilantes swarm the streets with pitchforks and lanterns, people took to Reddit, the popular community and social news Web site, and started scouring images posted online from the bombings.

One Reddit forum told users to search for "people carrying black bags," and noted that "if they look suspicious, then post them. Then people will try and follow their movements using all the images."

In the process, each time a scrap of information was discovered - the color of a hat, the type of straps on a backpack, the weighted droop of a bag - it was passed out on Twitter like "Wanted" posters tacked to lampposts. It didn't matter whether it was right, wrong or even completely made up (some images posted to forums had been manipulated) - off it went, fiction and fact indistinguishable.

Some misinformation online landed on the front page of The New York Post, incorrectly identifying an innocent high school student as a suspect.

Later in the week, the Web wrongly identified one of the suspects as a student from Brown University who went missing earlier this month.

Read Mr. Bilton's article, as well as " The Pressure to Be the TV News Leader Tarnishes a Big Brand" and " Should Reddit Be Blamed for the Spreading of a Smear? " to understand the real-life consequences of the race to be first with news.

During Hurricane Sandy, news and images circulated quickly via social media. ( Poynter reported, for instance, that Instagram users were posting 10 Hurricane Sandy pictures every second at one point.)

Reports that the New York Stock Exchange was underwater and that sharks were swimming in front yards in New Jersey spread widely.

This article from The Atlantic, " InstaSnopes: Sorting the Real Sandy Photos From the Fakes, " explores the stories and photos that circulated, helping readers understand which were real and which weren't.

Why might it be dangerous to rely on social media during a crisis or disaster? What did we learn about social media from Hurricane Sandy?

Finally, you might also consider The Times's Retro Report series, documentaries exploring major news stories of the past and their lasting impact. This one looks at "a moment in 1999 so searing that it is still instantly evoked with a single word: Columbine."

As the related article says, "much of what the public came to believe about Columbine was flat-out wrong. Myths took root from the start, nurtured by frightened and confused students and amplified by news outlets running hard with rumor and conjecture" - and the way the media reports on school shootings today is still affected by those early reports.

To find many more examples of news reporting gone awry, and to consider questions of accuracy and bias in far more depth then this post has room for, we again recommend the Center for News Literacy's 14 lesson series.
News or Satire?
If you spend a lot of time on social media, you've most likely been tricked, or nearly tricked, by taking at face value a story from The Onion or some other satirical news site. In fact, in 2012 the Chinese Communist Party's news outlet may have fallen for an Onion story calling Kim Jong-un, the young, chubby North Korean ruler, the "Sexiest Man Alive for 2012."

Every week in our News Quiz, we save the 10th question for news literacy. Each lists four recent news headlines - three from The Times and one from The Onion - and asks which is which. Though we often feature wacky news as "distractors," these are not trick questions: Close reading should reveal fairly quickly which headline just can't be true.

Try it. Here are two from recent quizzes. You'll notice that not only is the "news" from The Onion improbable, the humor in it is almost always a riff on real news, so keeping up with what's going on in the world in general should make the exercise even easier:
What About The New York Times?
Though most people consider The New York Times, with its reporters, editors, fact-checkers, and ethical reporting guidelines, to be among the most reliable news sources, the paper can still make mistakes - sometimes very important ones.

In 2003, after the Jayson Blair scandal rocked the institution, The Times added more safeguards, including a public editor. This person writes about The Times and its journalism, investigates matters of journalistic integrity and works independently, outside of the reporting and editing structure of the newspaper. The position is now held by Margaret Sullivan.

In her column, you can read her take on everything from the paper's coverage of Iraq in 2003 to its current use of anonymous sources and recent dubious reporting on hipster trends like "man buns." Anyone who has a concern about The Times can write to her at public@nytimes.com.
Related Learning Network Resources 50 Ways to Teach With Current Events News and 'News Analysis': Navigating Fact and Opinion in The Times Three Teacher-Tested Ways to Encourage Your Students to Follow Current Events This School Year Skills Practice | Distinguishing Between Fact and Opinion Guest Post | Practical Tools for Teaching News Literacy Guest Post | News Literacy Is Not Optional if You Need to Be Well-Informed

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Skills and Strategies | Fake News vs. Real News: Determining the Reliability of Sources

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Update: Please also see our new, 2017 lesson, Evaluating Sources in a 'Post-Truth' World: Ideas for Teaching and Learning About Fake News _________ How do you know if something you read is true? Why should you care? We pose these questions this week in honor of News Engagement Day on Oct.

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Small Group Activity on Source Reliability

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Small Group Activity on Source Reliability

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"Truth and accuracy" are two of the BBC's most important news values - and you need to think about making sure your journalism follows suit.

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Work in small groups or as a whole class.

More resources like this

Activity: Spot the sources (10 mins)

Quiz: Using Twitter safely as a journalist (30 mins)

Lesson plan with activities: Using statistics to find and report news (10-60 mins, depending on use)

Without referring to books or the internet, try to answer some or all of the following questions:

how many individual states are there in the United States?

who is the most expensive footballer (in terms of transfer fee) in the history of the Premier League?

name the last three winners of The X Factor

who is the captain of the school football/cricket/rugby etc team?

Did everybody agree on the same answers? If not, why do you think there were differences? And how did you decide what the right answer is?

NOTE FOR TEACHERS

You can substitute these questions with others as appropriate - but make sure you know the answers! The aim is to have questions people think they know the answer to, but often don't!

Now double check your answers with your teacher or by researching online. Did you get it right?

As journalists, it's vital that you check your facts.

If two people tell you the same story, it's more likely to be true. And you can compare what they said to check how accurate they are. But you still need to think about how reliable the source is - do you trust the source of information?

Remember - just because something is online doesn't mean it's definitely true. What if the person who produced it made a mistake or had a particular reason for bending the truth?

Use sources you trust and check at least two different sources, no matter what the story. Nothing undermines a story more than an inaccuracy.

"Truth and accuracy" are two of the BBC's most important news values - and you need to think about making sure your journalism follows suit.

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Teacher resources: Activity - Sources and reliability (20 mins)

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Work in small groups or as a whole class. Activity: Spot the sources (10 mins) Quiz: Using Twitter safely as a journalist (30 mins) Lesson plan with activities: Using statistics to find and report news (10-60 mins, depending on use) Without referring to books or the internet, try to answer some or all of the following questions: how many individual states are there in the United States?

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'1.72 million people tuned in to watch the season 2 premiere of Homeland. That's 1.72 million people who learned that Islam is a violent religion, and who learned that Islamic terrorism is all around us. This is quite dangerous

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Islamophobia: Melissa Boigon at TEDxGallatin 2013

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Melissa Boigon is a graduate of the NYU Gallatin School of Individualized Study. Her studies focused on the relationship between international political dynamics and prejudices against Muslims in the United States. About New York University's Gallatin School of Individualized Study Creativity, flexibility and rigor characterize the academic program of the Gallatin School of Individualized Study.

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'I think the media's portrayal of Islam is typically pretty extreme. It's always speaking for an entire group of people or an entire set of beliefs'.

'It has nothing to do with religion'.

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How Would You Characterize The Media's Portrayal Of Muslims?

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If media shapes the perception a society has of any given topic, what does it say about Muslims? In their words, Muslims answer how they feel the media characterizes their community.

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Aims:
*To equip students with critical analysis skills, so that they are able to identify ideologies presented to them.
*To acknowledge the media's agenda and to view them as an unreliable source of information on race, religion and culture.
*To reduce students acceptance of racist stereotypes presented by the media, and accepted by society.
*Through research to improve knowledge of other cultures, and intercultural understanding.

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Where do children get their racist ideologies from? In such a technological age we have to look to the mass media, and the ideas that they are transmitting and promoting. Although racism can and does occur against any race of people, the most present issue in terms of media portrayals are in relation to perceptions of Muslims and Islamic culture. 'National and global political crisis, most notably September 11, have changed the way Arab Australians are perceived and treated by the community (Mansouri and Kamp 2007, p. 93-94)'. Espiritu (2016, para. 2) states that 'Islamophobia, fear of Islam and Muslims, has intensified with the 9/11 bombing of the World Trade Center in New York'. Many people's political affiliations, beliefs and ideas are formulated based on the views presented to them by the media. In contemporary society, in relation to Muslims, this is stereo-typically that Muslims are 'violent, fanatical, bigoted, extremists and terrorists (Espiritu 2016, para.2)'. Ata (2012, p. 159) notes that 'the media is the primary source of information on Islam, and what it stands for'. Through Atas' (2012, p. 160) study, it was also discovered that 'students feel frustration at their teachers lack of knowledge of Islam, and reliance on media representations'.

For the aforementioned reasons, a teaching strategy of critical analysis of media representations is crucial. Strategies which address the reliability of information presented by the media will work to equip students with the knowledge and skills necessary to not be persuaded by media representations of race and culture. Instead, locating reliable racial and cultural knowledge which works against racial stereotyping, and towards intercultural understanding.

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Teaching Strategy #2- Critical Analysis of Media Presented Perspectives

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Teaching Strategy #2- Critical Analysis of Media Presented Perspectives

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Activity 1 in this resource explains how a teacher can help students identify and  empathise with experiences of racism. By practically demonstrating preferential treatment in the classroom.
https://www.equalityhumanrights.com/en/secondary-education-resources/lesson-plan-ideas/lesson-6-discrimination

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By viewing and examining personal stories and lived experiences of others racism, teachers can help students identify the racist attitudes present, and endeavor not to replicate them in the future.

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The Bicentennial celebrations on 26 January 1988 promised to be significant for Australians. The official logo was 'Let's celebrate', encapsulating the festive events and people's attitudes and expectations. In New South Wales alone, over 25,000 bicentennial events took place during the year.

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Aims:
* To minimise the occurrence of racism, racist comments and actions by examining ones individual bias.
*To look at white privilege why it happens, and how it works against intercultural understanding.
*To promote self-reflection as a means of promoting anti-racist attitudes

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This Online resource questionnaire is invaluable for teachers and students and will give an overall picture of individual bias. The results would be a great jumping off point for self-reflection.

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If racism is a 'learned ideology (Brookfield 2014, p. 89)', then where is it learned from? And how do we unlearn it? Brookfield (2014, p. 89) states that 'through education and self-reflection people can learn to work in ways free of racist undertones'. This teaching strategy of examining bias aims to achieve this. Through examining one's own bias and cultural perspectives, and with the help of some of the resources provided, teachers can work with students to recognise and acknowledge their inherent racist attitudes. Brookfield (2014, p. 89) further elaborates that 'even the most experienced white anti-racist educators are likely to have elements of the learned ideology of racism living within them'.

In a study compiled by Hatchell (2004, p. 104), it was discovered that 'although students wanted to accept all cultures equally, perceptions with a dichotomous nature of them and us or black and white stubbornly remained'. Hatchell (2004, p. 104) realised that students could recognise whiteness provided a societal advantage, but also that they assumed that racism 'was just the way life is (Hatchell 2004, p, 104)'. Students failed to recognise when their sentences and statements were racist, and lacked the critical and analytical skills to acknowledge that this could be changed and avoided (Hatchell 2004, p. 104).

White Privilege is a burden in a multicultural society. A lack of understanding of the lived experience of racism for white Anglo-Saxon Australians, often adds to the divide between cultures and inhibits intercultural understanding. The media portrayal of other cultures, especially in contemporary society linking Muslims to terrorism, has only furthered the distance between current society and intercultural understanding. Despite being encouraged not to link the acts of extremists to the beliefs of an entire culture and ethnic group, White Australian's are held accountable for the actions of their ancestors, and or treated with hostility by other cultures, because of the ignorance they expecience because of their privileged position in society. So much so that in 2008, Prime Minister Kevin Rudd felt the need to apologise for being white. Rudd said sorry to the Aboriginal and Torres Strait Islander peoples of Australia, for the injustices carried out against them by other white people, 187 years before he was born. In Macklemores' song 'White Privilege' he touches on this idea stating that, 'I am blessed with the privilege, but still left with the scars (Macklemore 2009)'. The scars of the past actions that other white peoples have taken against other cultures, races and religions.

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Macklemore's pop culture track speaks about his experience of white privilege in the music industry.
'Hip hop started out on a block I've never even been to, to counteract a struggle that I've never even been through'.

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Teaching Strategy #1- Addressing White Privilege and Personal Bias

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Teaching Strategy #1- Addressing White Privilege and Personal Bias

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'One in five school students experience racism everyday               (All Together Now 2014, para. 1)'

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Why is it important that students learn about diversity and difference?

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Why is it important that students learn about diversity and difference?

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In schools and through education, 'We have an opportunity to shape beliefs, we have an opportunity to shape the standards of behaviour, we have an opportunity to shape the opinions of young children. I think that's an important reason, I think that many of us do it for that reason as well'- Difference Differently 2012
Difference Differently is an excellent professional resource to support teachers and students learning about intercultural understanding:

http://www.differencedifferently.edu.au/

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'Where there is division there will be conflict, and conflict starts wars'.

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I Am NOT Black, You are NOT White (2025)

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Lisa Moxon introduces the topic and addresses the following questions:

*So how does Racism relate to intercultural understanding?
*Why was Racism the focus of this investigation?
*Why is addressing Racism important?

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'Racism refers to the ways in which avoidable and unfair inequalities are perpetuated based on racial, ethnic, cultural and religious characteristics at interpersonal, institutional and societal levels (Berman & Paradies 2010 cited in Priest et al. 2016, p. 809)'.

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As Goetze beautifully and simply illustrates, it is deciding that one is better than the other based on the colour that's on the outside, although the inside is the same.
'It is a global burdening issue that fortunately can be fixed'.