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I love watching the media that was created by kids about their process of being curious and skeptical of the validity of claims in the news or on social media. This made me curious about whether this might fit in one of my courses where students come from a wide range of disciplines such as physical, education, music, social studies, ELA, etc. I began thinking about how TCs might discuss/plan to use such videos, or design activities to create videos like these. It has the potential to provide a relevant activity (critically verifying claims) across certification areas.

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Tinkering with MediaWise from Lisa Esposito (KCC)

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Tinkering with MediaWise from Lisa Esposito (KCC)

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Dr. Ascenzi-Moreno's work on cultivating digital literacies will allow her students to see themselves not only as consumers of information but producers as well.

The Media Wise excerpts I viewed on Internet Safety, Conspiracy Theories, and AI Unlocked all serve to empower the person viewing to exercise their ability to make informed decisions about how to use/interpret the information they are seeing. Having the accompanying lessons will help our teacher education students have some resources they can use as well in presenting these topics to their future students. I might also return to some of these myself for my own classes to demystify some of these ever-evolving media spaces.

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Tinkering response - Amanda Moody Maestranzi

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Tinkering response - Amanda Moody Maestranzi

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I loved learning about Dr. Ascenzi Moreno's artifact and exploring the PBS videos. The video that immediately caught my eye was "Detecting Deepfakes: Don't be Fooled by Disinformation" because recently I have noticed that my 9 year old laughs and announces when he's encountered this in short video content on YouTube. I honestly didn't even know the name for it, Deepfake, before watching this video. I also felt compelling to look up "Disinformation" vs. "Misinformation," and the key distinction is the harmful intent with Dis-. Watching this video along with the ChatGPT one (which needs some updating!) was interesting. Then I discovered the video about Echo Chambers, another term I'd never heard of but can certainly understand. These are essential learning that could be part of a learning activity series on recognizing and combatting Disinformation.

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I appreciate the PBS video discussion about the ethical use of AI with emphasis of using AI as an assistant/tool not a replacement. Furthermore, citing AI use in your work is appropriate as it presents the author as honest, transparent etc. Now that AI is being integrated in various aspects of our daily lives, it's imperative that it is used responsibly and ethically.

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What makes you curious or inspired?

I was inspired to see digital literacy content created by and presented by young people.

How did the faculty member make moves to promote equity in their artifact for students and K-12 learners?

Dr. Ascenzi-Moreno asked students to find videos that were meaningful to them and ones that would have an impact on their k-12 students.

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Tinkering with the PBS Videos and Dr. Ascenzi-Moreno's Work (Naomi Raquel Enright, Hunter College) 

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Tinkering with the PBS Videos and Dr. Ascenzi-Moreno's Work (Naomi Raquel Enright, Hunter College) 

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Reading Dr. A-M's Faculty Spotlight and then engaging with the PBS video was very informative and revelatory. I was very taken with how rampant AI has become, and how crucial it is for educators to understand the digital landscape in with which we now exist. I read and watched with my lens as a Clinical Supervisor, but as a parent as well. I think the more informed and capable I become, the better support I will be able to lend to my students.

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Tinkering PBS Videos and the work of Dr. Ascenzi -Moreno - from Celia Cruz (Lehman College)

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Tinkering PBS Videos and the work of Dr. Ascenzi -Moreno - from Celia Cruz (Lehman College)

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Tinkering from Celia Cruz (Lehman College)

The work that Dr. Ascenzi-Moreno did to integrate CITE concepts in the curriculum is very valuable and inspiring! I can borrow some of her tinkering questions for students in my math education classes.

Regarding the PBS videos I selected to watch, I just discovered resources that if I am permitted to use, I will have my graduate students watch at the beginning of the Fall 2026 semester. The videos are basic yet informational particularly for students who are novice at using AI. They will also benefit from the "ethical" aspects of these videos.

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A good resource for my students - By Lulu Song

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A good resource for my students - By Lulu Song

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Dr. Ascenzi-Moreno's work provides a valuable resource for my students. My early childhood (EC) TCs often express a need for more knowledge about and preparation for how to support young dual language learners in EC classrooms. Many of them resort to the internet for answers and resources. Dr. Ascenzi-Moreno's work can be modified and incorporated in my course to help my students learn how to ascertain whether the information they find is accurate and credible.

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Dr. Ascenzi-Moreno's application of critical digital literacies through the exploration of textual histories prompted a lot of brainstorming about how I approach opportunities for self-reflection with the Teacher Candidates I am engaging with this semester. I enjoyed the use of both print and digital media, which allowed students to consider how our relationship with media has changed over time. Inviting students to reflect on their own social media profiles and consider the themes that arise from how they present their lives online is a great way for students to thoughtfully self-reflect. The incorporation of coding and computational thinking served as the "connective tissue" to bring the lesson together.

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The introduction of these videos from PBS's BeMediaWise is relevant not only in terms of Dr. Moreno's objectives towards building critical media and information literacy skills among students but also for everyday life-- which, I suppose, is entirely the point as these two things are not exclusive from one another.

While watching the videos, I found that the emphasis on the task itself (i.e., requirement of watching at least 2-3 videos) quickly dissipated. I suspect this was partly due to how engaging the videos themselves were-- which, itself speaks to the relevance of carefully choosing resources that will engage and be found accessible for a variety of audience members. The videos provided shared entry points into every topic and framed these well enough that one could understand both the dilemma being posed and feel the gravity/urgency to act. Finally, the videos never bothered itself over trying to draw lines around when these things would strictly only matter-- speaking to the prevalence and relevance of these skills in all facets of life. In this way, building a critical relationship with technology, AI, the media isn't something to be done in isolation from the other parts of one's life. It isn't a task that one ticks off. Rather, it is an everyday, lived encounter, dynamic and changing and unstable with every encounter, none too big or too small.

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I really do appreciate that these videos were created by and for young people. While I know many young people have had an adult speak to them about being careful on the internet, I don't think we spend enough time on "How" young people should be careful when it comes to the information they are faced with.

Most young people, I have an encountered are aware of misinformation on the internet. However, they are not all aware of how to assess a website to determine if their "trusted" source can really be trusted. For instance, some young people assume because the website, video or information is presented in a well crafted manner then it must be a reputable source.

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I am thinking about my former high school students as I type. I taught 11th and 12th grade ELA at a small public international school that serves immigrants and multilinguals. Many of my current students are either pre-service teachers or current teachers of similar students. I would highlight the multimodality of this resource, including the transcript and captions for students to follow along. I could also see the use of translation being helpful. I would suggest these videos used both in the advisory space and the content classroom.

In terms of sequencing, I think they are all important, and depending on the course I might do a jigsaw with each of the topics from the series for a one day crash course. I love jigsaws as it allows for small group work on one topic and a structured share-out so that all students get exposure to the content. Noting that there are several options in each topic, students will also have choice within each topic, with possible jigsaw-within-jigsaw. I see many ways to present this to teachers that also model the ways they can share this with students.

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These videos were great - they conveyed many important messages, and most importantly, how can we teach our students about misinformation? The two videos that I can see myself using are:

Trick or Treat - https://florida.pbslearningmedia.org/resource/45b7acb6-3d38-452e-81b9-cd8b0bf50b0c/trick-truth-social-media-posts-misinformation-video-media-wise-student-reporting-labs/

Social Media Echo Chambers - https://florida.pbslearningmedia.org/resource/how-social-algorithms-create-echo-chambers-video/social-media-algorithms-mediawise-student-reporting-labs/

Both of these would be very relatable to students and help them to truly internalize the impact social media has on what we are exposed to daily.

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How Social Media Algorithms Create Echo Chambers | Be MediaWise | PBS LearningMedia

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“Is there an echo in here?!” Are you only seeing posts on your social media feeds that you agree with? You might be stuck in an echo chamber. This lesson will teach students about algorithms, confirmation bias and how to avoid getting stuck in an echo chamber.

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Tinkering with Padlet and PBS Kids:

Dr. Laura Acenzi-Moreno’s work was inspiring for me in several ways.  As I want to focus and think about how to support our youngest learners to grow into technological users and thinkers, I was interested in the PBS videos on being MediaWise. While these videos are designed for older children, the ideas of being careful critical thinkers and looking out for bias, “fake news” and asking “what is the evidence”, is something that can become part of our work with PreK children – perhaps not limited to a digital setting, but thorough work with science inquiry, literature discussions, everyday social situations and other problem solving situations.

Beyond the PBS MediaWise series, I myself need some growth on platforms and tech tools that can make my college level teaching more engaging, organized and collaborative outside of the classroom, so I was really interested in trying out Padlet and perhaps incorporating it into my course organization for the fall.  I tinkered, and tried, and failed, and rehashed a bit – and now see it as a worthy tool.  I still have a great deal to learn - but it is a start.

Finally, personally, as a grandparent of a 4th and 7th grader the thoughts of being a fact checker, being safe on the internet and the use of algorithms in social media is on my mind.  I will be sharing some of these videos with them and hope they lead to some good practice and discussion!

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I really enjoyed reading about this artifact! I would begin with this video--about lateral reading and Africa splitting because it's so concrete and easy to follow. The value of lateral reading is clear and the preservice students can leave the class session informed about how to be more critical about their own digital literacies and how to teach this to their students.

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1. Lateral reading - Finding additional sources as a means of checking the credibility of information you read online; "lateral" because multiple tabs are open across your screen.

2. Click restraint - The act of scanning through search results or headlines and seeing what sources look promising - then make an informed decision about whether to click on it or not.

DISCUSSION QUESTIONS
Warm-up: Why are social media posts that stir up strong emotions more likely to go viral?

Watch the MediaWise Teen-Fact Checking Network (TFCN) video. According to the video...

DIG DEEPER

1. Why do people exaggerate claims like this one on their social media posts?

2. Why are social media posts that cause strong emotional reactions a red flag that you should do some lateral reading and practice click restraint to check out the claim?

ACTIVITY
Advertisements often leave out information to mislead buyers about how effective a product is compared to others. For example, an aspirin company may advertise that "No other aspirin product eases pain better". This hides the fact that they ease the pain the same. Or a cookie company advertises "With new, improved chocolate flavor" to hide the fact that the cookies actually have less chocolate now and more additives.

Find an advertisement, analyze what claim it is making and use lateral reading and click restraint to fact-check the claim.

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Lesson plan: How lateral reading helps debunk sensational claims - PBS NewsHour Classroom

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Lateral reading - Finding additional sources as a means of checking the credibility of information you read online; "lateral" because multiple tabs are open across your screen. Click restraint - The act of scanning through search results or headlines and seeing what sources look promising - then make an informed decision about whether to click on it or not.

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Video #2: "How not to be duped by AI technology"

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Video #2: "How not to be duped by AI technology"

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This video goes more into depth about Malicious Transformation and ways in which we can attempt to check to see if images / videos / voices we hear are in fact legit. In a world where AI is quickly making us dubious of what we consume in digital spaces (and what we read), this highlights the necessity of questioning/critically examining the media we engage with.

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1. Synthetic Image - An image that has been fully or partially created using computer-generated graphics, rather than being captured by a camera.

2. Synthetic Voice - Computer-generated speech, also called voice cloning, which is typically achieved with artificial intelligence (AI) and deep learning.

3. Keyword Search - A word or a group of words an Internet user uses to perform a search in a search engine or search bar.

DISCUSSION QUESTIONS
Warm-up: Why would someone want to use voice-cloning to make someone sound like they said something they didn't on social media?

DIG DEEPER

1. Listen to the first 1:08 of this AI voice narrating "The Great Gatsby"? Using what you learned in the lesson, what helps you identify it as a synthetic voice?

2. Listen to the clip of Leonardo DiCaprio's voice being changed to sound like several famous people using voice cloning. How realistic are voice clones? What other ethical, social, or legal issues could arise from using this technology?

3. What could be some of the positive, ethical applications of voice cloning?

ACTIVITY
Try it voice-changing using one of these basic open-source AI voice-changing websites
These lessons were developed by PBS NewsHour Student Reporting Labs in partnership with and the Teen Fact-Checking Network, which are part of the Poynter Institute. This partnership has been made possible with support from Google."

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Lesson plan: 'AI Ian' shows you how not to be duped by AI technology - PBS NewsHour Classroom

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Synthetic Image - An image that has been fully or partially created using computer-generated graphics, rather than being captured by a camera. Synthetic Voice - Computer-generated speech, also called voice cloning, which is typically achieved with artificial intelligence (AI) and deep learning.

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Video #1: "Three types of manipulated video used to spread misinformation"

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Video #1: "Three types of manipulated video used to spread misinformation"

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I would start with this video which provides a great overview of ways in which the digital ecosystems we navigate can be compromised:
1. Missing context
2. Deceptive Editing
3. Malicious Transformation
(this third category nicely sets the stage for the next video I would show)

- Beatrice T-J (HunterSoE)

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1. Video manipulation - Use or alteration of video in an intentionally misleading way that alters the original meaning or perception of the original or complete footage.

Missing context - Unaltered footage that is accompanied by false information that misleads the viewer.

Deceptive editing - When footage is rearranged, edited or cut so that some parts are left out.

Malicious transformation - Footage that has been doctored or fabricated. For example, deepfakes.

2. Reading upstream - Following a link within a news story or claim directly to the original source of information or the primary sources referenced. This can help you answer, "What's the evidence?" Heading directly to the primary sources linked in an article is a for-sure way to get the unfiltered facts.

DISCUSSION QUESTIONS

Warm-up: Have you have ever seen a deepfake video online? What made you think it was a deepfake? What clues or tools can you use to help you detect them?

Watch the MediaWise Teen-Fact Checking Network (TFCN) video. According to the video...

DIG DEEPER

1. Why are manipulated images and videos popular and widely shared?

2. Who should be responsible for monitoring and verifying manipulated media that promotes misinformation? Creators? Platforms? Consumers like you? Why?

ACTIVITY

Compare the real video to the deepfake video of former president Obama created by the University of Washington. What are some of the clues that this is a deepfake? What problems can deepfake videos of public officials create?
These lessons were developed by Fill out this form to share your thoughts on Classroom's resources. Sign up for NewsHour Classroom's ready-to-go Daily News Lessons delivered to your inbox each morning. PBS NewsHour Student Reporting Labs in partnership with and the Teen Fact-Checking Network, which are part of the Poynter Institute. This partnership has been made possible with support from Google."

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Lesson plan: Three types of manipulated video used to spread misinformation - PBS NewsHour Classroom

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Video manipulation - Use or alteration of video in an intentionally misleading way that alters the original meaning or perception of the original or complete footage. Missing context - Unaltered footage that is accompanied by false information that misleads the viewer. Deceptive editing - When footage is rearranged, edited or cut so that some parts are left out.

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More on Twenge, this time on the Ezra Klein podcast. Mental health and social media is the specific focus here; whereas the other video I shared focuses more on broader cultural trends behind the social emotional characteristics of adolescents.

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Jean Twenge on Psychological Aspects of Social Media and Teens

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Jean Twenge on Psychological Aspects of Social Media and Teens

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Twenge is a researcher whom I've followed for some time. I'm interested in the deeper aspects of social media and the psychology of it--how it affects people, but how people affect it. This video may yield some important insights.

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iGen: Narcissism and Neuroticism | Dr. Jean Twenge | EP 303

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Additional Resource on Social Media and Teens

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Additional Resource on Social Media and Teens

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I chose the following video to add to the growing group here. I have appreciated that other video resources here feature adolescent voices in discussing the challenges of social media (i.e., bias; echo chambers; misinformation; etc.).

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Social media isn't bad: you're just using it wrong | Eva Amin | TEDxCherryCreekWomen

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I appreciate how Prof. Ascenzi-Moreno had students monitor their own digital media consumption--including considerations of bias. I also enjoyed seeing how she incorporated digital literacy and digital texts throughout the course and how social justice and equity, as part of the CITE work, were integrated into the semester-long work.
In looking through the PBS videos, I considered how a video that highlights Lateral Reading as a technique to critically think about information and misinformation could be integrated into Library Information Literacy classes. Often we only see students once within a semester, so either sessions might need to be flipped or a partnership with a faculty member developed so that the work continued to live in the course.

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Lateral reading - finding additional sources as a way of checking the credibility of information you read online; "lateral" because multiple tabs are open across your screen (Stanford History Education Group)

DISCUSSION QUESTIONS

Warm-up: Why would a source that seems credible and reliable provide misleading information?

Watch the MediaWise Teen-Fact Checking Network (TFCN) video. According to the video...

DIG DEEPER

1. Why would a qualified "expert" want to share a scary claim on social media?

2. Why are posts that evoke strong emotions more likely to spread misinformation?

ACTIVITY

Watch the PBS NewsHour Student Reporting Labs story about how the train derailment is impacting residents of East Palestine, Ohio. Answer the following questions.

1. What were some of the medical conditions that residents reported after the derailment?

2. What concerns did the residents have about resources?

3. Research the findings about water safety in East Palestine and use lateral reading to compare the three most reliable sources. List the sources below and a summary of your findings. Would you drink the water based on your research? Why or why not?

These lessons were developed by PBS NewsHour Student Reporting Labs in partnership with and the Teen Fact-Checking Network, which are part of the Poynter Institute. This partnership has been made possible with support from Google."

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Lesson plan: What to do when "trusted sources" share misinformation - PBS NewsHour Classroom

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Lateral reading - finding additional sources as a way of checking the credibility of information you read online; "lateral" because multiple tabs are open across your screen (Stanford History Education Group) Warm-up: Why would a source that seems credible and reliable provide misleading information? Watch the MediaWise Teen-Fact Checking Network (TFCN) video.

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Tinkering with Misinformation (module 4) (Edward Birzin Brooklyn College)

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Tinkering with Misinformation (module 4) (Edward Birzin Brooklyn College)

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I spoke with my niece who is a huge Taylor Swift fan. She told me that there is so much negative press about Taylor Swift out there and that it is all lies and misinformation. I asked why that is so and she replied that there are a lot of haters out there. I suppose with a teen star there will be many hyperbolic statements made either in favor or against the teen star. Although I do believe people should watch what they say online, I can also appreciate that the idea of "cancel culture" could be weaponized via dis and misinformation to ruin a person's career or separate them from their fan base.
I work often with TCs who hope to be PE teachers. What they have taught me is that there is a lot of dis and misinformation on the web surrounding diet, beauty and health tips. There is a profit motive in selling miracle cures and snake oil to this day. I curated the videos that help to debunk stories like that. I chose to start with the video and lesson plan "How to short circuit misinformation before it spreads", then "How social media algorithms create echo chambers", then "How lateral reading helps debunk sensational claims, followed by "How to detect ads disguised as "helpful" news stories".
I feel these videos and lesson plans can help TCs and k-12 students become more aware of the snake-oil salespeople congregating in their social media feeds.

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Laura Ascenzi-Moreno's faculty spotlight is great. I spoke with a middle schooler to see if he'd come across misinformation online or if he ever finds himself in an echo chamber. On the former he said no because he thinks he's careful. I'd be curious to see more about what that looks like, as he's sifting through information online. But he could relate to the idea of echo chambers and gave as an example his YouTube feed, because he says it's now only full of the sorts of things that interest him. I thought that was an interesting connection. In one of my courses, I teach about debates over bilingual education as well as about critical race theory, and this video explains how within partisan educational debates on topics like these we often find ourselves within echo chambers; it's important to look critically at the role of social media in fostering divisiveness.

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Warm-up: Why is it often important to listen to more than one side of an issue?

Watch the MediaWise Teen-Fact Checking Network (TFCN) video. According to the video...

1. What is the main goal of social media algorithms?

2. What are the positive aspects of social media echo chambers?

3. What are some negative aspects of echo chambers that can lead to bad consequences?

4. How can you avoid echo chambers on social media?

DIG DEEPER

Watch this teen CBC reporter explain how algorithms work. Use the words provided to fill in the blanks in the "How Algorithms Work Discussion Questions" document in the supplemental links.

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Lesson plan: How social media algorithms create echo chambers - PBS NewsHour Classroom

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Warm-up: Why is it often important to listen to more than one side of an issue? Watch the MediaWise Teen-Fact Checking Network (TFCN) video. According to the video... What is the main goal of social media algorithms? What are the positive aspects of social media echo chambers?

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I would choose this video for my class because we are discussing creating research question that can align across cultures regarding valid answers. This video shows how the questions are not measuring what it is intended to measure. A question to pose based on my class, would be the following: Do you think these questions are valid? if not how would you create questions that are valid.

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https://padlet.com/csilsib/phil-202-module-10-9wzq5900f9cb6qdz

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https://padlet.com/csilsib/phil-202-module-3-9l37hgm4qaoluljk

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Tinkering from Casandra Silva Sibilin (York)

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Tinkering from Casandra Silva Sibilin (York)

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Dr. Ascenzi-Moreno's work is so inspiring! Thank you!!
I visited the PBS videos, watching the one on Juneteenth and other history. Then I went down a "Media Wise" rabbit hole. I love what they are doing!

For each module of my "Philosophy of Education" I provide students with a padlet of curated videos and links to help them prepare for the reading & class discussion. The assignment is to watch at least one video from the padlet.
I tinkered with my existing padlets and added more videos and resources from PBS/Media Wise (highlighted yellow).

The Media Wise videos work very well with our module 3 unit on Socrates & critical thinking (question everything you see!).

The Juneteenth video along with something I found on Du Bois works very well with our module 10 on race, education & W.E.B. Du Bois.

I would like to tinker further such as by adding some specific questions for students to think about or possibly a reflection on how they think some of these sources could work K-12.

P.S. And I finally learned how to connect padlet posts - thank you to the other contributor so far for using the connecting arrows and inspiring me!

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The young person I asked shared they haven’t heard of the term echo chamber but can “totally see it happening”. She went on to explain that when she looks at her brother’s feed it doesn’t interest her as much as hers. She thought and believed it was because the algorithm was already curated for her and  wondered if she was in an echo chamber. She then said she comes across content she disagrees with too, so she is unsure, but she believes is important to show the youth how discreetly an echo chamber can happen if further fact checking is ignored. She also mentioned how entire sites not just feeds become echochambers and how some are more frequently associated with violent acts against others. She said to vary her feed she does engage with videos showing opposite viewpoints on a particular topic she is interested in looking at further in social.

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Objectives:

Explain how social media algorithms create an echo chamber.

Explain what confirmation bias is and how it can lead to misinformation.

Avoid echo chambers on their social media accounts.

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Warm-up: Why is it often important to listen to more than one side of an issue?

Watch the MediaWise Teen-Fact Checking Network (TFCN) video. According to the video...

1. What is the main goal of social media algorithms?

2. What are the positive aspects of social media echo chambers?

3. What are some negative aspects of echo chambers that can lead to bad consequences?

4. How can you avoid echo chambers on social media?

DIG DEEPER

Watch this teen CBC reporter explain how algorithms work. Use the words provided to fill in the blanks in the "How Algorithms Work Discussion Questions" document in the supplemental links.

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Lesson plan: How social media algorithms create echo chambers - PBS NewsHour Classroom

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Warm-up: Why is it often important to listen to more than one side of an issue? Watch the MediaWise Teen-Fact Checking Network (TFCN) video. According to the video... What is the main goal of social media algorithms? What are the positive aspects of social media echo chambers?

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Objectives:

Explain how strong reactions to social media posts can cause us to share misinformation.

Use lateral reading to research a source and the evidence of a claim.

Use click restraint to choose credible results from internet searches.

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1. Lateral reading - Finding additional sources as a means of checking the credibility of information you read online; "lateral" because multiple tabs are open across your screen.

2. Click restraint - The act of scanning through search results or headlines and seeing what sources look promising - then make an informed decision about whether to click on it or not.

DISCUSSION QUESTIONS
Warm-up: Why are social media posts that stir up strong emotions more likely to go viral?

Watch the MediaWise Teen-Fact Checking Network (TFCN) video. According to the video...

DIG DEEPER

1. Why do people exaggerate claims like this one on their social media posts?

2. Why are social media posts that cause strong emotional reactions a red flag that you should do some lateral reading and practice click restraint to check out the claim?

ACTIVITY
Advertisements often leave out information to mislead buyers about how effective a product is compared to others. For example, an aspirin company may advertise that "No other aspirin product eases pain better". This hides the fact that they ease the pain the same. Or a cookie company advertises "With new, improved chocolate flavor" to hide the fact that the cookies actually have less chocolate now and more additives.

Find an advertisement, analyze what claim it is making and use lateral reading and click restraint to fact-check the claim.

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Lesson plan: How lateral reading helps debunk sensational claims - PBS NewsHour Classroom

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Lateral reading - Finding additional sources as a means of checking the credibility of information you read online; "lateral" because multiple tabs are open across your screen. Click restraint - The act of scanning through search results or headlines and seeing what sources look promising - then make an informed decision about whether to click on it or not.

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Background

Dr. Laura Ascenzi Moreno's artifact supported Brooklyn College TCs to develop critical media and information literacy skills.

As part of a PBS series, young people created these videos to inform their peers about misinformation and navigating digital ecosystems.

Your job

Watch a few of the PBS videos linked above and review their accompanying lesson plans. Then post your reflections on a sticky-note on this board.

Some potential tinkering directions to take:

1) Go find a young person in your life, and ask them if any of these videos resonate. What is some misinformation they've come across and how did they navigate it?

2) Curate a sequence of these videos to use in your course. Why did you select the ones you did? What would you do with them in your course? Why?