Title: “Post-Truth: Fake News and How to Spot It ”
2. Subject Area:
Information Literacy/ Media Literacy
3. Grade Level:
Higher Education/ Undergraduate4. Description of your target learners (e.g., learner characteristics):
5. Prerequisite Knowledge:
Students are familiar with the operation of a computer and with social media applications. Students understand the basic concepts of search strategy and have performed some online research.6. Learning Objectives:
- At the conclusion of this activity students will be able to use Web 2.0 tools to curate and annotate Five news stories
- At the conclusion of this activity, students will demonstrate the ability to differentiate between sources of various levels of credibility found on Social Media
7. Curriculum and Technology Standards:
ISTE Standards- 3a: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
- 3b: Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
- 3c: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
ACRL Framework for Information Literacy:
Frame: Authority is Constructed and Contextual
- Students will define different types of authority, such as subject expertise (e.g., scholarship), societal position (e.g., public office or title), or special experience (e.g., participating in a historic event);
- Students will use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility
- Frame: Information Has Value
- Students will give credit to the original ideas of others through proper attribution and citation
- Frame: Searching As Strategic Exploration
- determine the initial scope of the task required to meet their information needs;
- match information needs and search strategies to appropriate search tools;
- design and refine needs and search strategies as necessary, based on search results;
- manage searching processes and results effectively
8. Learning Activities (e.g., length of the lesson, concepts covered, learning procedure…)
- Students will watch a brief video that teaches them how to use hypothes.is
- Students will be provided with supplemental material that shows them how to use Google Slides
- Students will be provided with a digital copy of the text Web Literacy for Student Fact Checkers
- Students will be separated into groups, and each group will evaluate the credibility of Five articles found on social media.
- Students will sign up for social media accounts on Twitter.
- Students will monitor Twitter and for news stories Students will determine the authoritativeness of an online news source found on a social media website.
- Students will use a bookmarking tool, Hypothes.is, to bookmark articles from Twitter.
- Students will download and install Jing and use it to create snapshots of their five chosen articles.
- Using a system of evaluation, students will be able to determine the authoritativeness of an online news source found on a social media website.
- Using the criteria that they have learned in the course of the class, they will provide a rationale for their determination of credibility.
- Students will record an online presentation and upload it to the Discussion board in D2L
- Students will provide two comments for each posted video, responding to reflection questions.
9. The Web 2.0 tool chosen to deliver the lesson (e.g., technology Integration):
- Hypothes.is bookmarking tool
- Jing
- Google Slides or Microsoft PowerPoint
- Blackboard/ D2L Discussion board
10. Assessment(s) used to measure learning outcomes through the lesson:
- A rubric to evaluate their group presentation and reflections
- A rubric to evaluate their contribution to the discussion board
