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Trump is a bum head

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Will won’t let trump win

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10 amazing facts about honeybees

Honeybees can recognize human faces. ...

Honeybees dance to communicate. ...

Honeybees can fly up to 15 miles per hour. ...

A honeybee colony can contain up to 60,000 bees. ...

Honeybees have five eyes. ...

Honeybees can communicate with other bees using pheromones. ...

Honeybees can see ultraviolet light.

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I am the new owner of this group and would love to hear about what you know about bees

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There is a struggle, I think, with media creation and censorship, and writing and censorship. By protecting people from information, we could simultaneously be censoring information. Who gets to decide that? How do we balance that? Is some fake news in the name of humor OK (like The Onion)? I think the best thing we can do as consumers is to educate ourselves and to personally and professionally hold media creators to a high standard. And to educate your students, too! (VD)

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I love the ways these teachers decided to handle the issues of fake news. One of the reasons I wanted to enter into librarianship was because I recognize how important critical thinking skills are for EVERYONE! I think school librarians can do a lot to incorporate media literacy into their information literacy teachings. Being able to find reliable sources of information touches so many aspects of our lives (politics on Facebook, recipes on Pinterest, googling which foods are OK for your dog to eat....) and these skills really translate across the board. (VD)

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Some thoughts on why media creators aren't being held accountable:

1. They aren't "caught". Their news isn't recognized as fake.
2. They are anonymous/ nonprofessional (such as the writer from the NPR interview I posted). They have no one to answer to about accountability.
3. Self-serving circles of information - those who share information they believe in, with other people who believe it, and so on... If it serves your own purposes, why question it? (And of course, you SHOULD question it - it's just more difficult when it serves you.) (VD)

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Some people call fake news the "Weaponization of social media" The media takes completely false information and puts it out there on social media sites for everyone to see. Damage is being done so freely with no accountability. The people releasing the false information are protected by the first amendment. (cbsnews) (MM)

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After reading many articles, I've realized that the authors that produce and distribute fake news do not care about the impact that it has on the people who are at the center of the story. It appears that our society has come to the point where journalists (I use this term lightly), are out for quick money instead of upholding the dignity of their profession.
(Fake News Effects) (MM)

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(TRUMP) (MM)

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I love that the NPR looked into finding the source of Dis-information media inc. If Justin Cohler whom is a fake news creator, is proud to distribute fake news, then why does he use an alias (Alan Montgomery)? If you are distributing something, shouldn't you stand by what you are distributing? I understand that fake news exist because people are easily entertained and ready to eat up whatever story they are being fed, but when do we as the consumer say enough is enough? (MM)

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I love how her boss tells (supergirl), "Rules are there for a reason...to make sure you get the story right." She thought running the story was the right thing to do, even though she knew that her boss didn't want her to. If there are rules in place, then why does fake news exist? Why isn't everyone held accountable for the misleading information they release? (MM)

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What can we do as educators to guide our students to be able to distinguish real news from fake news?  I found this video to be very informative. It helps teachers find different inventive ways to help their students distinguish between real and fake news. The many strategies that are presented can be used by many grades. (MM)
Mind/Shift

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In Scott Bedley's version of Simon Says, it's not those two magic words that keep you in the game, but deciding correctly whether a news story is real or not.

To start off the game, Bedley sends his fifth-graders at Plaza Vista School in Irvine, Calif., an article to read on their laptops. He gives them about three minutes to make their decision - they have to read the story carefully, examine its source and use their judgment. Those who think the article is false, stand up. The "true" believers stay in their seats.

Bedley says he's been trying to teach his students for a while to look carefully at what they're reading and where it comes from. He's got a seven-point checklist his students can follow:

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?
Subtle changes
Bedley also teamed up recently with Todd Flory at Calamus Wheatland Elementary School in Calamus, Iowa, to do a fake news challenge via Skype. Flory's fourth-graders chose two real articles and wrote a fake article of their own. Then, they presented them to Bedley's class in California.

The fifth-graders had four minutes to do some extra research based on the presentations, and then they decided which article out of the three were fake. Most importantly, they had to explain why they thought it was fake. Otherwise, no points.

Flory says writing the fake news article was more difficult for his students than they expected because they had to make it believable.

"It really hammered home the idea to them that fake news doesn't have to be too sensational," he says. "It can be a very subtle change, but that subtle change can have big consequences."

Every Friday, Flory's class participates in what he calls Genius Hour. His students propose a question to answer through online research. But before they took to the Internet, Flory had to walk his students through the steps: What are reliable and trusted websites? How do you effectively search on the Internet and verify information?

He uses Skype to connect his students with researchers and scientists from all over the world. He calls this "authentic research."

"It's so much more powerful for them to do some of this authentic research when they're able to hear from a scientist who's seeing firsthand the effects of climate change," Flory says. This year's class got to talk to a penguin scientist.

Flory says he's not only teaching his students effective media literacy skills; he is also helping them to be better citizens through global engagement and interaction.
Let them eat fake (news)
Remember Marie Antoinette and "Let them eat cake" - her famous line about the poor that got her in all that trouble?

Thing is, it never happened. Fake news!

For Diane Morey and her ninth-graders at Danvers High School in Danvers, Mass., that's a teachable moment.

"The media of the day didn't have Facebook, Twitter or partisan websites," Morey says. "But they did have pamphlets."

She shows her class cartoons and pamphlets from the French Revolutionary period that criticized Antoinette, and then discusses the conclusions that were made from those sources. She also includes a primary source: a letter written by Antoinette.

Morey says history is rich with examples of fake news, and since source analysis is the core of her lesson plans, she doesn't need a textbook.

"We don't study [history] to memorize Marie Antoinette and Louis XVI," she explains. "We're studying this because we can see this happening in the current-day political climate."

Morey encourages students to bring in examples of articles from today's news that don't ring true.

"Once you expose it to them," she says, "it's like a game for them, seeing, 'Hey, I'm not sure I can trust this.' "
Extra layers
For 13 years, Larry Ferlazzo has been teaching kids who are learning English how to read and write. Now, he's adding another layer: helping them figure out if what they're reading is true.

Ferlazzo teaches at Luther Burbank High School in Sacramento, Calif. He's also a blogger and journalist.

Last month, he wrote a lesson plan on addressing fake news to English language learners (ELLs), which was published in The New York Times.

He says media literacy is especially important for ELLs for two reasons. First, they're not fluent in the language they're reading, adding an extra level of difficulty in deciding what to believe. On top of that, false or exaggerated news about immigration could have a major impact on their lives.

His lesson starts off with a few examples of reliable and fake news. Then, some basic journalism stuff: Students identify the different parts of the news, from the "lede" to quotations. They enter all that into a diagram on paper so they have a visual representation of what they're reading.

That diagram eventually becomes a guide for students to write their own fake news lede that they can share with other classmates or post on a class blog.
Media consumers and contributors
In 2015, Spencer Brayton and his colleague Natasha Casey revamped a media literacy course for students at Blackburn College in Carlinville, Ill. Brayton says the key is the critical approach.

"Students come in expecting that we're going to lecture," Brayton explains. "But we have them think about certain power structures in how information is produced and how it reaches them. If they're going to understand how they're going to take it in, then they have to know how the news is going to be produced."

To take the class, students need a Twitter account. From the very first week, they are asked to follow five to 10 accounts on Twitter that promote media and information literacy, like Media Literacy Now or Renee Hobbs.

As they follow these posts and add additional ones, the goal is that they'll start to recognize fake news and other biases or viewpoints in media.

By the end of the course, Brayton says students begin to see themselves not only as creators of information, but as credible sources of information too.

The Twitter assignments encourage his students to engage with social media - retweeting, following and commenting - which Brayton says helps his students see how they play a role in spreading information to other media consumers. That means they have to take what they share more seriously.

"In looking at this issue, people seem to want a quick solution to fake news, but I'm not sure there is a solution (at least an easy one)," Brayton writes in an email. "Students need to recognize that these skills and ideas need to stay with them through adulthood, but that's easier said than done - we all fall into this trap."

Copyright 2017 NPR. To see more, visit http://www.npr.org/.

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Media Literacy: Five Ways Teachers Are Fighting Fake News

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In Scott Bedley's version of Simon Says, it's not those two magic words that keep you in the game, but deciding correctly whether a news story is real or not. To start off the game, Bedley sends his fifth-graders at Plaza Vista School in Irvine, Calif., an article to read on their laptops.

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NPR: We tracked down a fake news creator in the suburbs. Here's what we learned. 

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NPR: We tracked down a fake news creator in the suburbs. Here's what we learned. 

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This is interesting. This fake news creator felt he had a responsibility to expose alt-right conservative viewpoints by writing fake news. Certainly an interesting take on responsibility in regard to digital authorship. Do we have bigger responsibilities (to our political affiliation, to our belief system, to our way of life)? (VD) Article

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The example used in this article (students had requested changes to the curriculum in a philosophy course - this was fairly benign, but presented as students requesting removal of famous philosophers because they were white) made me really think about headlines. Do people read more than the headline? How often have you seen a response on social media in regard to a title of an article, while not addressing the information in the article itself? Is it irresponsible to write titles that grab attention, while misrepresenting the content of the article? (VD)

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Some thoughts on how and why fake news works.

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CHECK THE DATE! CHECK THE DATE! CHECK THE DATE! I have seen this a lot (and have probably fallen victim to it myself) on social media. (VD)

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Snapper sums up the responsibility of media production and the press for Supergirl

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Snapper sums up the responsibility of media production and the press for Supergirl

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(VD) (click for video)

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RE: We gravitate to self -affirming information..

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RE: We gravitate to self -affirming information..

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I can relate to gorging on information that confirms my ideas and shunning what does not. I have read things that have caught my eye with a flashy headline. I find myself engaged in whatever is being told to me and many others. I find myself believing many things I read, and then telling people about it. When I go back and look for research pertaining to the topic at hand, I have found I can not always find what I am looking for. Unfortunately in todays society it is sometimes difficult to distinguish between reality and fiction. (MM)

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(MM)

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As consumers of news media, people are usually drawn into the flashy headlines that are sprawled out in-front of them. Fake news exist because real, authentic news is harder to sell. Many people are looking for quick satisfaction, and truly want to believe whatever they are reading.
(Selling Fake News) (MM)

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I was watching this week's CW episode of Supergirl. Her secret identity, Kara Danvers, works as a reporter for CatCo. In this week's episode, a list of registered aliens (as in, outer space aliens, not immigrants) is stolen and soon the aliens are captured (though they are living here legally). Supergirl wants to alert the aliens living in her city so they can protect themselves, but can not reveal her source of information (herself, as Supergirl, and the top secret government agency she works with that works with aliens). Her editor refuses to let her run a story on the stolen list without multiple sources on the record. It was frustrating as the viewer, but also completely understandable from her supervisor's position. This conversation of fake news and responsibility to one's workplace, readers and the world of media in general, to be authentic and thorough, was timely and interesting. (VD) (Image Source)

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Great share, Marie! I found the idea of power as a factor in creating and sharing fake news interesting and relevant. This idea of sharing information that is not only (or at all) accurate, but entertaining and that engages conversation really strikes home to me. Is there a reason why someone like Samantha Bee or John Oliver are comedic when they present news (and are so popular)? Should news and media be so focused on being entertaining, or strictly focused on truth? Will people consume media that is not entertaining? What does that mean as creators and consumers for responsibility - are we responsible for creating and sharing entertaining media or strictly truthful information? (VD) (Fact-checking article)

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Fact-Checking Won't Save Us From FAKE News: Illustrations that depict the Great Moon Hoax, a historical example of fake news. 

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Fact-Checking Won't Save Us From FAKE News: Illustrations that depict the Great Moon Hoax, a historical example of fake news. 

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(Brook Borel, 2017) (MM)

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We gravitate to self-affirming information...

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We gravitate to self-affirming information...

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One of the challenges of working against an onslaught of fake news is that it takes effort to work against it and people want to do what is EASY.  (VD)

"Psychologists and other social scientists have repeatedly shown that when confronted with diverse information choices, people rarely act like rational, civic-minded automatons. Instead, we are roiled by preconceptions and biases, and we usually do what feels easiest— we gorge on information that confirms our ideas, and we shun what does not" (Manjoo, 2016). How the internet is loosening our grip on the truth