"The Importance of Critical Thinking in the Age of Fake News""The Importance of Critical Thinking in the Age of Fake News"

Where and when should we begin to talk about fake or misrepresented news/information?

As soon and as often as humanly possible since we live in a world where, sadly, we currently lack a set of facts broadly accepted by the entire populace regardless of religious and/or political affiliation. To be more specific, I would actively teach it at the same time one teaches basic research skills. The importance of finding legitimate and unbiased Primary and Secondary sources has always been part of teaching research skills - long before the Age of Fake News - so the advent of rampant dis and misinformation simply adds both another layer and fresh level of urgency to the matter. To say nothing of generative AI which has poured whole tankards of oil onto the fire. As noted by Thomas: "The definition of information literacy has become more complex as the resources and technologies have changed." Point of order, this is the biggest understatement I have read in a while, but the fact of it remains.

How would you go about addressing media literacy skills with your students?

I have found that students often respond best to the truth. Simply put, I tell them directly that countless political and religious forces are fighting a never-ending battle to try and influence their opinions both because they believe they, as children, are easier targets, but mostly because the opinion of students are the opinions of the future - of the rising generation. I tell them point blank that in some States I could be fired for giving this speech (a fact which always shakes them), and to be wary of any unknown source of information because people will go to great lengths and pay huge sums of money so as to generate media which sways them, the students, to their way of thinking. A bit blunt, to be sure, and told with a dramatic flare, but - judging by my students faces when I am done - it has never once failed to make the desired impression.

The Kletter article notes: “'We can harness their interest in creating content to help them think about the choices that content creators make when creating information that is suspect or false,' LaGarde said. 'We can help kids get inside the minds of people who create news and information.'” I agree, but telling students that they are the targets of people who want - and will take great pains - to fool them is another means of harnessing both interest and making them take it seriously. Kids pride themselves on their intelligence, and so never take the fact of people trying to take advantage of them philosophically.

If you are in a classroom or library, do you currently teach media literacy skills?

Being a Library Paraprofessional, not particularly. The above lesson/speech is one squeeze in whenever I am asked to cover a very brief homeroom lesson regarding social media, information safety, and AI.

 

Sources

• Thomas, Nancy Pickering, Sherry R. Crow, Judy A. Henning, and Jean Donham. Information Literacy and Information Skills Instruction: New Directions for School Libraries.
• Kletter, Melanie. “The Importance of Critical Thinking in the Age of Fake News.” School Library Journal, 23 Mar. 2020, www.slj.com/story/the-importance-of-critical-thinking-in-the-age-of-fake-news
• American Association of School Librarians. National School Library Standards for Learners, School Librarians, and School Libraries. ALA, 2018.