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 information literacy education and content management systems. The Reference Librarian, 59(4), 179–187. https://doi.org/10.1080/02763877.2018.1489935 This article discusses the way librarians at the Indian River State College (IRSC) have incorporated news literacy into the learning management system. The librarians piloted a program in an effort to help college students be able to differentiate correct information and misinformation. Though this program was designed for college students, the reasoning for piloting the program and the way in which it was designed can be related and used to help students of all ages develop media literacy. The module sought to teach students three vital skills: understanding the information cycle, locating news sources, and evaluating news articles. The need for the program was to increase civic engagement. Media literacy increases civic engagement of students, and misinformation is a threat to it.
De Jesus, & Hubbard, J. (2021). Media Literacy for Elementary Education Students: Inquiry into Fake News. Social Studies (Philadelphia, Pa : 1934), 112(3), 136–145. https://doi.org/10.1080/00377996.2020.1841717 The work in this article includes vital information for helping elementary students become media-literate citizens. The work is designed for upper elementary students, since this group of children has exponentially growing numbers of media users. The work aims to teach children to think critically, ask questions, and reflect, rather than accepting different forms of media as truth. The inquiry design connects to the College, Career, and Civic Life (C3) Framework for Social Studies. The unit has three supporting questions and a performance task for each question. The compelling question is, “Why does fake news affect our lives and societies?”.
Johnson, Paal, K., Waggoner, E., & Bleier, K. (2021). Scales for Assessing News Literacy Education in the Digital Era. Journalism & Mass Communication Educator, 76(2), 156–175. https://doi.org/10.1177/1077695820930980 The authors in this article discuss the increased urgency in News Literacy (NL) education interventions and assessments. Due to new technologies constantly changing the way in which people consume news, the New Literacy education assessments must continue to be updated to align with current trends. The purpose of the study in this article is to augment existing New Literacy assessments by testing two new scales. As a result, both scales were valid and reliable. New Literacy programs help appropriately identify, read, and evaluate news.
Literat, Chang, Y. K., Eisman, J., & Gardner, J. (2021). LAMBOOZLED!: The design and development of a game-based approach to news literacy education. The Journal of Media Literacy Education, 13(1), 56–66. https://doi.org/10.23860/JMLE-2021-13-1-5 This article seeks to understand how to use game-based learning to tackle the issue of fake news, misinformation, and disinformation in students. The authors designed the game LAMBOOZLED!, which is an innovative and engaging game to increase news and media literacy. This game was designed for middle school and high school students, however, the authors provide three key factors that can be used to create a game with a similar end-goal for elementary students. The components included in the game design are learning objectives, mechanics-dynamics-aesthetics, and instructional design principles.
Scheufele, & Krause, N. M. (2019). Science audiences, misinformation, and fake news. Proceedings of the National Academy of Sciences - PNAS, 116(16), 7662–7669. https://doi.org/10.1073/pnas.1805871115 Scheufele & Krause’s article is a deep dive into the growing concerns about public misinformation in the United States, specifically about the misinformation regarding the field of science. They attempt to define what it means to be misinformed as it relates to science, as well as explain and address some common factors that could cause an individual to become and remain misinformed. The article mentions that an individual's low level of media literacy is part of the problem. This means teaching young students the ability to evaluate effectively is becoming more important than ever in the classroom. With so much information available at one's fingertips, it has become difficult to sift through and decide for oneself what is true and what isn't. The authors also look into misinformation at the individual level, and how not only do citizens lack the ability to recognize misinformation but the motivation to do so, as well.
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