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Combing two digital resources I have developed this lesson idea.  Students will be listening to the Homewrecker episode of the podcast Criminal which is about a woman whose business was ruined by a person based on a NICE post that she made!

I will then use pieces from the Digital Citizenship lesson from Common Sense Media
https://www.commonsense.org/education/scope-and-sequence

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It's one thing to get into an argument with a stranger on Facebook. It's another thing to try to ruin that stranger's life.

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https://educator4art.tumblr.com/post/183709549520/digital-literacywhere-are-we-headed

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I made a blog on my facebook about digital literacy! Please check it out and feel free to comment!

https://www.facebook.com/maria.murphy.7792

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I do a lesson with my 11th grade students on Media Bias. They take a lot from this video which discusses how bias is created based on the news sources you follow. Facebook is a bit outdated for them but the same thing applies to Instagram.

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Activity from CommonSense.org for Understanding and Evaluating Our Digital Footprint. I have not created my own but plan to use this. Is this acceptable?

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Kat Martin Resource/Software/Application: We just started using Aristotle Borderless Classroom. Once the students are in the classroom I can monitor all of my students simultaneously on one mother screen (my classroom PC). I can also push out information and communicate with them in real time with regard to their research. This is an AMAZING resource.

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Kat Martin Resource/Software/Application: We just started using Aristotle Borderless Classroom. Once the students are in the classroom I can monitor all of my students simultaneously on one mother screen (my classroom PC). I can also push out information and communicate with them in real time with regard to their research. This is an AMAZING resource.

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To Test Your Fake News Judgment, Play This Game

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The journalist who thought up this game says she saw the need before “fake news” was even in the vernacular.

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Source: http://blog.core-ed.org/blog/2015/10/what-is-digital-fluency.html

I think one of the most commonly repeated wrong ideas in education is that students are "digital natives" and do not need help from teachers to navigate the digital landscape. I wish I had a dollar for every time a version of this thought was expressed. As a high school teacher, I see firsthand that students who use tech all day long often struggle to apply it in meaningful ways and to see the "big picture." And how could we expect them to do so? For years, we've been cruising in the passenger seat, exclaiming enthusiastically that "they teach us!" and ignoring that no one is behind the steering wheel.

While it's true we will learn new things from our students, and need to be receptive to that over time, it's not enough to believe that students know how to wisely navigate the digital world without our assistance. When that idea is examined more closely, it makes about as much sense as sending a child out on their own to live in the world: there's a reason we keep them home with us until we've raised them to be adults.

I appreciate how this chart, borrowed from Core Education's post on digital fluency, visually demonstrates the journey our students will take in the digital world, WITH OUR GUIDANCE, to become digital citizens who can exhibit wisdom in their choices. I would ask that we don't forget our role as educators to EDUCATE, that we push to learn new technologies so that we can help our students navigate an increasing connected world.

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Source: http://blog.core-ed.org/blog/2015/10/what-is-digital-fluency.html I think one of the most commonly repeated wrong ideas in educa…

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This is another article that I think would be compelling at the high school level (for use with students).

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During the past two years, fake news has been a frequent topic of real news, with articles considering the role of social media in spreading fake news, the advent of fake videos and the role these play in the political process.

Something less well-known, though, is that fake news has also become a topic of scientific investigation.

In a paper published in March in the journal Science, David Lazer, Matthew Baum and 14 co-authors consider what we do and don't know about the science of fake news. They define fake news as "fabricated information that mimics news media content in form but not in organizational process or intent," and they go on to discuss problems at multiple levels: individual, institutional and societal. What do we know about individuals' exposure to fake news and its influence upon them? How can Internet platforms help limit the dissemination of fake news? And most fundamentally: How can we succeed in creating and perpetuating a culture that values and promotes truth?

Fitting for this broad focus, the authors represent a variety of areas of expertise. Lazer and Baum, the paper's lead authors, are affiliated with programs in network science, quantitative social science, global communications and public policy. Other contributors hail from law schools, departments of psychology, schools of journalism and industry research groups, to name just a few.

The paper makes a compelling case that the science of fake news is timely and important. One conservative estimate is that in the month before the 2016 election, the average American was exposed to somewhere between one and three articles from a known publisher of fake news. Another alarming result is that when it comes to political topics, tweets containing false information propagate more rapidly and broadly on Twitter than those containing reliable information.

As a cognitive scientist, one of the questions that most fascinates me is whether and how fake news affects people's attitudes and behaviors. This is a question for social science, with a particular role for social and cognitive psychology. To find out more, I reached out to Steven Sloman, professor of cognitive, linguistic and psychological sciences at Brown University, and one of the paper's 16 authors. Sloman is also author of The Knowledge Illusion: Why We Never Think Alone, a book about the merits and failings of our collaborative minds, published in 2017 with co-author Philip Fernbach. Sloman was kind enough to answer a few questions about the science of fake news by e-mail. Our exchange is below.
Your science paper is unusual in bringing together 16 authors who span disciplines, academia and industry. What brought you together over the topic of fake news?
The election of 2016 and its immediate aftermath scared many of us out of our political daze. The new administration's willingness to make up facts while accusing mainstream media of doing the same woke us up to the reality that we would have to fight if we wanted to ensure that public opinion would have some grounding in evidence. To solidify resistance to the post-truth era, David Lazer and Matthew Baum organized a conference at Harvard entitled "Combating Fake News: An Agenda for Research and Action." They invited political scientists, legal experts, information network specialists, psychologists, fact checkers, historians, pollsters, and journalists to come together to share perspectives and insights. Guided by David and Matt, that conference turned into the paper in Science.
Misinformation, disinformation and political propaganda are not new. Does "fake news" today present a novel or especially acute problem? If so, why?
You're absolutely right that political interests have lied and distorted facts to help achieve their own ends probably since the dawn of civilization (and maybe before). The problem today is threefold. First, because of technology, anyone in the world can be a source of news. To get people's attention, one only needs to be clever enough to excite the interest of enough people in order for your message to go viral. One way to do this is to put your message in the hands of social media bots, machines whose sole purpose is to fool social media into thinking they are real people so that their contribution counts (e.g., by massively increasing the number of "likes" on Facebook). Success has little to do with the truth of one's message.

Second, again because of technology, we are inundated by information. We just don't have time to separate the facts from the falsities. Even fact-checkers don't have time. A message can go viral before any serious truth filter has been applied. This leads to a positive feedback cycle. If one team is passing around unfiltered information, then its opponents feel the need to respond in real time. So they won't be able to check their facts either. The positive feedback is further increased by individuals' tendency not to read very carefully. People share messages without even reading them, never mind evaluating their accuracy.

Finally, the huge variety of news media in our culture means that people have the freedom to tune into news sources that tell them what they want to hear, and we all like to hear news consistent with our beliefs. Some cable TV stations, for instance, don't even pretend to be unbiased. They each serve up a digestible meal of news to their respective partisans. We no longer have Walter Cronkite providing the entire country with a common set of facts.
What can psychology, in particular, contribute to our understanding of fake news?
Psychological methodology has some obvious things to offer: Does tagging news as fake reduce its effect on public opinion? What kind of personalities are most susceptible to fake news? Does repetition of fake news make it seem more true? What properties of fake news make it seem real? Lots of psychologists are addressing questions such as these, and some of the answers are cited in the Science piece.

One of my favorite pieces of research is Gordon Pennycook and David Rand's demonstrations that the propensity to think analytically as measured by the Cognitive Reflection Test (CRT) predicts who is able to distinguish fake news from real news. I think this is important because it indicates what skills are required to identify fake news, namely, the ability to reflect before responding rather than going immediately with one's gut intuition (as most of us do most of the time). Perhaps more important, it shows that it's possible for individuals to discriminate fake from real news, though it isn't easy, especially when the fake news is created by a pro.
Despite relevant prior work in psychology, there are many open questions concerning fake news, its propagation, its consequences, and how any negative consequences can be mitigated. What do you see as the most pressing open research question(s) for psychological science?
I think there's a deep question about fake news that has not been fully addressed: Does it really matter? The great fear that civil society will be undermined by a false narrative supported by "alternative facts" presupposes that people's beliefs are influenced by what they perceive to be facts. But the history of psychology shows that it's not so simple. We know that the primary determinant of whether people believe a message is whether or not they agree with it.

If they don't, they're much more likely to check its veracity. Moreover, opinion depends more on the beliefs of your community than it does on facts. Individuals are just not rational processors of information. So fake news may be more about flag waving - reinforcing people's group affiliations - than it is about persuasion. Does it in fact influence belief? And what else does it influence? For example, does it affect people's feelings of resentment more than their attitudes? These are questions that psychologists should focus more on, and questions that a responsible government would want to fund research on.
You and your co-authors write that in the face of fake news and its dissemination by social and other forms of media, "A new system of safeguards is needed." What kinds of safeguards can individual news consumers (as opposed to governments or producers) put into place? In particular, can psychological science offer any advice for media consumers who want to limit their susceptibility to fake news?
The simplistic answer is "be more reflective." Don't believe everything you read, but consider the possibility that it's false. But I consider this too simplistic. The problem with fake news is the cultural narrative that it supports. The worst kind of fake news gets people discussing the implications of something that just isn't true. So the right kind of solution should be cultural.

We need to foster norms of discourse in which it's OK to challenge what others say without the conversation immediately devolving into invective. The most effective lab meetings are like that: If someone disagrees with the presenter, they say so (politely). And by doing so, they might be saving the presenter from embarrassment in a more public forum. A community that encourages individuals to point out when statements are false (or unclear or vacuous) benefits everybody by helping discern the truth.

In the long run, the truth will win out. My preferred society encourages the truth to win out before great damage is done.
Tania Lombrozo is a psychology professor at the University of California, Berkeley. She writes about psychology, cognitive science and philosophy, with occasional forays into parenting and veganism. You can keep up with more of what she is thinking on Twitter: @TaniaLombrozo

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During the past two years, fake news has been a frequent topic of real news, with articles considering the role of social media in spreading fake news, the advent of fake videos and the role these play in the political process. Something less well-known, though, is that fake news has also become a topic of scientific investigation.

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I think this is a great resource to use with high school students:

https://www.npr.org/2018/06/25/623231337/fake-news-an-origin-story

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Fake news in the U.S. is as old as American journalism itself. We explore the trade-offs journalists have long faced between elitism and populism, and integrity and profit.

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As Lauren stated below my digital literacy is not easy flowing. Here are my ideas. I am in high school. When having them research artist or art movements, I would preface it by teaching the students to ask question about validity of their source. This is something I took for granted prior to this class. A generation of students born into it, I kind of just "assumed" they knew how to do it. But just as any art project, or any lesson generally, we cannot assume that they know what we expect them to know. Besides the fact that every time you learn something from a new person it give you a new perspective on the subject. It may be because I have been out of the teaching world for a few years, but it seems that digital literacy / citizenship is the most under acknowledge, under taught subject.

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I have guess learned of this source in one of my other CTLE courses. We weren’t even meant to discuss it but a few of us fell upon it looking for Google Draw (which is also great)! I think this is a great source for elementary children because it easily combines art and the digital. Drawing such simple pictures quickly will strengthen a students understanding on how to begin a drawing, all while making it quizlike  and fun.

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Can a neural network learn to recognize doodles? See how well it does with your drawings and help teach it, just by playing.

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With still growing my own personal knowledge and know how of the digital world and being an art teacher....lessons involving or centering around understanding digital literacy don’t flow easily. However, I have just learned of a program called Seesaw. After playing around on it a bunch both as a teach and as a student, I think it would make a perfect addition to any art lesson! The idea is to have your typical art lesson take place and halfway through the project and at the end I would take a photo of the students artwork (I suppose students could take the photo if old enough). I would then upload the artwork on the Seesaw platform for our class. Students would use the forum to critic one another’s artwork and give their advice and opinions. This would not only help them have a larger digital voice but also strengthen there artistic vocabulary.

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NPR: "Closing Digital Divide, Expanding Digital Literacy"

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NPR: "Closing Digital Divide, Expanding Digital Literacy"

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Students will listen to NPR's "Closing Digital Divide, Expanding Digital Literacy" and then go to GoBubble and chat with at least two classmates about what they learned, what they found interesting, and what they want to learn more about.

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TONY COX, host: While the World Wide Web has sped up the global pace of communication, not everyone is up to speed. It's called the digital divide, and it describes the gap between those who have significant access to the Internet and those who don't.

Former President Bill Clinton sought to address the digital future during his time in office with an initiative to make every public school classroom Internet-ready by the year 2000. The concern was that minority youth who were not online would be unable to compete for jobs in the new millennium.

Today, black and Latino youth use media more than ever, outpacing white and Asian youth, according to a recent study by Northwestern University. But there's a big difference in how they use media, and that has created new challenges for bridging a divide that still exists.

S. Craig Watkins is a professor at the University of Texas, who is with us now to explain his research on minority youth and what fuels this gap. He joins us from Austin, Texas. Welcome, Craig.

S. CRAIG WATKINS: Hi, Tony. How are you?

COX: I'm fine, thank you. Let's begin with this. Let's define terms. When we say digital divide, what exactly do we mean and who are we talking about?

WATKINS: That's a great question. You know, I think about 15 years ago when we used the term digital divide, we were talking largely about the question or the concern around access to technology. Fast forward about 10 or 15 years later to 2011, and now when we talk about it, I think it's less about access to technology and more about participation. That is, the quality of engagement, what people are now doing with the technology that they have access to.

COX: You have commented before on reports about media use among minority youth. Reports that say they use media, for example, on average 13 hours a day. Thirteen. First of all, that's a startling amount of time. Does that capture all media? Being online, being on cell phones, or what?

WATKINS: You know, I think the study that you're alluding to, which was published I think about a year or so ago, but it deals primarily with just a combination of different types of media platforms: TV, music media, print, video games, online media. And increasingly, you know, we know that mobile is becoming more and more part of young people's media time as well.

Although I'm not sure if the 13 hours that are quoted in this study actually account for the amount of time that young people are spending watching video and listening to music on their mobile phones.

COX: For example, blacks on Twitter, it said in some of these reports, that they are the biggest users by far, disproportionately to their numbers in the population. How do you explain that?

WATKINS: Yeah. And that's what I mean by sort of a shift. I mean, 15 years ago, I mean, this - the idea, right, that African-Americans would be kind of on the front, on the cutting edge, a platform or a technology like Twitter would've been inconceivable, right?

We would be having a very different conversation 15 years ago. And now when we look at the landscape, right, Latinos and African-Americans are just as likely to be on Facebook, just as likely to be using mobile devices, just as likely to be using Twitter. And so now I think the question isn't so much about access, right, getting to the technology, but now about participation.

COX: If you're just joining us, I'm Tony Cox and you're listening to TELL ME MORE from NPR News. We're talking about the digital divide among young people - the gap between whites and people of color and access to the Internet. We're joined today by S. Craig Watkins, a sociology professor who specializes in digital youth culture.

Craig, I want to go back to a point that you just made, and talking about it's not so much a matter of access, perhaps, but a matter of participation. Are minority youth - and I don't even know if this is a fair way to say it - are they ahead or behind in terms of their participation?

WATKINS: Yeah. It's a fascinating question because if you define progress largely as using technology, increasingly black and Latino youth have caught up and in some situations even surpassed their white and more affluent counterparts. We know, for example, that they're spending more time online or as much time online.

Again, we know that they're using their mobile devices, for example, for a wider range of things, so a much more robust activity around mobile devices: listening to music, playing games, social networking - those types of things. But, you know, there's a whole other sphere of technology, behavior and technology used, particularly in relation to young people.

There is a community of young people who use technology not only, right, to sort of consume content, but also to create content, to produce content, to become kind of manufacturers and producers of their own kind of information landscape.

And those require very different kinds of skills. What we call very different kinds of new media literacies. And what we don't quite know is to what degree are those literacies distributed evenly across race and ethnicity and across class.

COX: Give me an example of what you're talking about - the kinds of creations that you're referring to.

WATKINS: We're working with a group of students this summer, for example, it's a four-week program and they're essentially designing video games. And the video game is for a client. It's kind of getting the students, you know, thinking about and learning not only about game design technology, but also about, you know, the environment and green technology and building sort of, you know, green-based architecture.

And this is a group of students who traditionally, you know, aren't necessarily exposed to these kinds of opportunities, exposed to these types of assignments. The kids who are really on the cutting edge of technology, again, are using technology to create and design, you know, content.

COX: Who are we talking about? Which kids are doing that?

WATKINS: That tends to track primarily along the lines of class, and which in this country in some ways begins to intersect with race. So let me just give you an example of a study that my colleague Mimi Ito and some of her colleagues produced about three or four years ago in a book called "Hanging Out, Messing Around and Geeking Out."

And they discovered, sort of, two types of technology users - young technology users. There was the one group that they characterize as primarily using media to interact with their friends. But then there was a whole different sort of community of kids who were primarily drawn to the Internet for what they called interest-based reasons.

Like, they had a passionate hobby. Maybe it was a game. Maybe it was fan fiction. Maybe it was fashion. And they were seeking out other people who had those kinds of interests and developing a kind of depth expertise and a kind of learning community, a kind of learning ecology. Those kids tended to be kids who came from affluent communities, you know, rich social networks from, you know, very affluent school districts, which tends to be white and Asian.

And the question that we now want to pursue and some follow-up work that we're doing is: Are all kids accessing those kinds of opportunities? Are all kids accessing those kinds of online communities, online spaces that really enrich and empower their participation in the digital world?

COX: What can be done to get more people involved in myriad ways of using the Internet and digital media?

WATKINS: It seems to me that the richest and most promising attempts to do this are really kind of happening in the informal learning spaces. So they're happening in after-school programs, they're happening in the summer camps, summer workshops, which is interesting and raises a whole other set of questions about why schools aren't able to provide these kinds of opportunities.

But I think it's happening right through community, technology leaders. I think it's happening through social entrepreneurs who have decided, right, that these issues are so important that the digital divide today is really about digital literacy, right, and how do we begin to create environments, create spaces that encourage and support kids' ability to develop the kinds of digital media skills that they will need in the 21st century in what I call kind of islands of kind of innovation, right?

It's happening, you know, maybe in a couple places, you know, here or there. I'm seeing it in Washington, D.C. I'm seeing it in Oakland, here in Austin, in Chicago. I mean it's happening in a variety of places, but it doesn't seem to be, right, a kind of cohesive or kind of coherent effort. But one that's kind of scattered across different communities driven primarily by visionaries, driven primarily by social entrepreneurs who have decided that it is a space that they want to step into, a space that, again, schools have been inadequate in servicing.

COX: S. Craig Watkins is a professor at the University of Texas who studies the social and digital media behavior of young people. He joined us from Austin, Texas. Craig, thank you.

WATKINS: Sure. Thank you.

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Accuracy and availability of NPR transcripts may vary. Transcript text may be revised to correct errors or match updates to audio. Audio on npr.org may be edited after its original broadcast or publication. The authoritative record of NPR's programming is the audio record.

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Closing Digital Divide, Expanding Digital Literacy

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During his term as president, Bill Clinton condemned what he called the "racial digital divide" and pledged to connect each classroom to the Internet by 2000. New studies now show that black and Latino youth have found their own way online through cellphones.

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Source: thelibraryisle.com

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[Davies] 1.1 billion word corpus of American English, 1990-2010. Compare to the BNC and ANC. Large, balanced, up-to-date, and freely-available online.

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It's time to improve literacy skills during social studies instruction and ensure that readers of all abilities have what they need to access grade-level social studies concepts.

Join us on Thursday, December 7 for a look at scaffolded materials that provide extra literacy support while building key social studies concepts and skills.

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Newsela | Content and assessment platform

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Content Aligned To National & State Standard, Flexible To Support Relevant Curriculum. Find the Perfect Piece Of Content For Lessons. Go beyond the book.

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https://www.bubble.school/index

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contact sheet

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https://www.youtube.com/watch?v=X9Htg8V3eik&feature=youtu.be

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https://www.commonsense.org/education/middlehigh_poster

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High School Lesson: Can social media harm democracy? 

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High School Lesson: Can social media harm democracy? 