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Showing posts from March, 2023

Week 10: Adolescent Interview

 My interviewee is a junior in high school. The student used their screen time information from her iPhone to help me with accurate responses. When asked what she uses her phone for the most, her screen time report told her it was clearly TikTok. The most shocking answer came when I asked how many hours a week she spends on social media. 40 hours! I then asked her what pros and cons she experiences with social media. She said she gets sick of it easily, but it gives her something to do to save her from boredom. I asked her if her parents limit anything she is allowed to use or for how long she can use it, and she informed me that she has no restrictions but does get her phone taken away for poor behavior and grades. I connected with her through this question because I grew up the same way, full freedom or no freedom. Without social media use when she doesn't have access to her phone, she said all she feels is boredom. Surprisingly to me, she does spend some time on the phone or Fac

Annotated Bibliography: Misinformation in a Media-Saturated World

For my research project, I want to research misinformation, disinformation, and fake news. More specifically, I want to research ways in which I can help my elementary students become media-literate citizens. Just from creating this annotated bibliography, I have learned a lot about how media literacy plays a role in civic engagement. The idea for my project came to me because my students are currently working on animal research writing projects. Before the animal topic, they researched historical African-Americans. On one of our research days, one of my students asked me why three different websites had different numbers for the weight of their animal. This made me realize that my students had very little concept of researching true and factual information. They also relay a lot of questionable information to me that they have seen on YouTube or TikTok. They blindly accept what they see as real and true.  Auberry. (2018). Increasing students’ ability to identify fake news through info