In the aftermath of global electoral developments, it’s clear that the way we interpret and synthesize news plays an important role in the trajectory of world order. Working with students to critically evaluate the accuracy, meaning, and power of informational text has never been more important. In K-12, media literacy is an anchor standard of the CCSS and a component of most state standards. Yet, the execution and implementation of a media literacy curriculum has proven challenging. A recently published study from the Stanford History Education Group reveals that 82% of middle students could not distinguish between sponsored content and a real news story on a website. Online communities and discursive spaces have altered the way news is discussed and evaluated. According to a Study from Columbia University and the French National Institute, 59 percent of the news shared on social media has never been read. This has pernicious implications for students as students spend up to eight hours per day at the computer. We’ll deep dive into strategies teachers can use to discuss fake news with your students and the challenges that can also arise.
Available for one-hour of PD credit.
#8 Webinar of 2017