Helping Students Identify Fake News with the Five C's of Critical Consuming

Summary

The digital era has made information dissemination easier but also increased the spread of misinformation. A Stanford study reveals that only 25% of high school students can accurately distinguish real news from fake. To combat this, the 5 C's of critical consuming are introduced: Context, Credibility, Construction, Corroboration, and Comparison. These steps aim to enhance media literacy, fostering critical thinking in students, which is essential for a healthy democracy.

Takeaways

• 📱 Digital tools have made it easier to create and publish work, but also to spread misinformation.
• 📉 A Stanford study found that only 25% of high school students can accurately identify real news stories.
• 👨‍🎓 Students struggle to distinguish between real and fake photographs and authentic and staged videos.
• 😟 Researchers describe the situation as 'bleak' and 'dismaying', indicating a serious issue.
• 🔍 The 5 C's of critical consuming is a five-step process to help identify reliable information.
• 🗓️ Context: Consider the article's timing, origin, and any changes that might affect its relevance.
• 🔐 Credibility: Assess the source's reputation for integrity and the credibility of cited sources.
• 🏗️ Construction: Analyze the article for bias, loaded words, propaganda techniques, and omissions.
• 🔗 Corroboration: Verify the information with other credible news sources to ensure it's not an isolated claim.
• 🌐 Compare: Seek out different perspectives from credible sources across the ideological spectrum.
• 🤔 Teaching media literacy and critical consumption helps students develop critical thinking, beneficial for democracy.

Q & A

What is the main issue discussed in the transcript?

The main issue discussed is the spread of misinformation and fake news, particularly among students, and the challenges it poses to critical thinking and democracy.

According to the Stanford study mentioned, what percentage of high school students were able to identify an accurate news story?

Only 25% of high school students were able to identify an accurate news story when also given a fake one.

What are the difficulties students face in distinguishing real from fake content, as per the transcript?

Students have a hard time distinguishing between real and fake photographs as well as authentic and staged videos.

What words did researchers use to describe the situation regarding students' ability to discern real news?

Researchers used the words 'bleak' and 'dismaying' to describe the situation.

What is the five-step process introduced in the transcript to help combat misinformation?

The five-step process is called the 5 C's of critical consuming, which includes Context, Credibility, Construction, Corroboration, and Compare.

What does the 'Context' step in the 5 C's involve?

Context involves looking at the article's timing, origin, and any changes in events or new information that could alter one's perspective.

How does the 'Credibility' step help in discerning the authenticity of news?

Credibility involves checking the source's reputation, the author's citations, and whether the content is satirical, from a fake news site, or an advertisement disguised as news.

What is the focus of the 'Construction' step in evaluating news articles?

Construction focuses on analyzing the article's bias, loaded words, propaganda techniques, omissions, and distinguishing between facts and opinions.

Why is the 'Corroboration' step important in the critical consuming process?

Corroboration is important because it involves checking the information against other credible news sources to ensure the claim is not unique, which could indicate its inaccuracy.

What is the purpose of the 'Compare' step in the 5 C's?

The 'Compare' step aims to get different perspectives by finding credible sources across the ideological or political spectrum to provide nuance and a broader understanding of events.

How does teaching media literacy to students benefit democracy, as mentioned in the transcript?

Teaching media literacy helps students learn critical thinking, which in turn leads to better-informed citizens, strengthening democracy.

Outlines

00:00

📰 The Challenge of Digital Misinformation

The paragraph highlights the ease with which digital tools allow for content creation and dissemination, but also the concurrent rise in misinformation and fake news. It cites a Stanford study indicating that only a quarter of high school students can accurately distinguish real news from fake, and they struggle with authenticating photographs and videos. The researchers' assessment is bleak, suggesting a persistent problem. The speaker proposes a five-step process known as the 5 C's of critical consuming to address this issue, beginning with context, credibility, construction, corroboration, and comparison, to help students develop media literacy and critical thinking, which are essential for a healthy democracy.

Keywords

💡Digital Tools

Digital tools refer to the various software and technologies that enable the creation, editing, and dissemination of content. In the video, the term is used to highlight the ease with which individuals can now publish their work online, but also to underscore the concurrent rise in misinformation. The script mentions that while these tools have democratized content creation, they have also made it simpler to spread fake news, which is a central issue discussed.

💡Misinformation

Misinformation is false or misleading information that is spread, often unintentionally. The video script discusses the problem of misinformation in the digital age, noting that it has become easier to spread due to the prevalence of digital tools. It is a key issue because it can lead to the propagation of fake news, which can mislead the public and have serious consequences.

💡Fake News

Fake news is a term used to describe news stories that are entirely fabricated and presented as true, often for political or financial gain. The script emphasizes the rise of fake news as a significant problem, particularly in the context of students' inability to distinguish between real and fake news stories, as highlighted by the Stanford study mentioned.

💡Media Literacy

Media literacy is the ability to access, analyze, evaluate, and create media in various forms. The video advocates for teaching media literacy as a means to combat the spread of misinformation. It suggests that by learning to critically consume media, individuals can develop the skills necessary to think critically, which is essential for informed citizenship and the health of democracy.

💡5 C's of Critical Consuming

The 5 C's of Critical Consuming is a five-step process outlined in the video to help individuals critically evaluate the media they consume. The steps include Context, Credibility, Construction, Corroboration, and Compare. This framework is presented as a tool to help viewers discern the accuracy and reliability of news sources, which is crucial in an era rife with misinformation.

💡Context

In the context of the video, context refers to the circumstances or setting in which a piece of information is presented. It is the first step in the 5 C's process, where viewers are encouraged to consider the timing, origin, and potential changes that could affect the validity of a news story. Understanding context is crucial for assessing the relevance and accuracy of information.

💡Credibility

Credibility, as discussed in the video, pertains to the trustworthiness and reliability of a news source or author. It is the second step in the 5 C's and involves checking whether the source has a reputation for journalistic integrity and whether the author cites credible sources. This is important for determining the authenticity of a news story.

💡Construction

Construction in the video refers to the analysis of how a news article is built, including the language used, potential biases, and the presence of propaganda techniques. It is the third step in the 5 C's and involves looking for loaded words, omissions, and the distinction between facts and opinions within a news story.

💡Corroboration

Corroboration is the act of confirming or giving additional evidence for something, as mentioned in the video as the fourth step of the 5 C's. It involves checking other credible news sources to see if they support the claim being made. This step is essential for verifying the truth of a news story and ensuring it is not an isolated report.

💡Compare

Compare, as used in the video, is the final step in the 5 C's and involves looking at different news sources to gain a broader perspective on a story. It encourages viewers to find credible sources across the ideological and political spectrum to understand the nuances and get a comprehensive view of events.

💡Critical Thinking

Critical thinking is the ability to think clearly and rationally, evaluating arguments and forming judgments. The video emphasizes that by teaching media literacy and the 5 C's, students learn to consume media critically, which in turn develops their critical thinking skills. This is portrayed as beneficial not just for individuals but for the democratic process as a whole.

Highlights

Digital tools have made it easier to create and publish work, but also easier to spread misinformation.

Fake news is a significant issue, especially affecting students' ability to discern accurate information.

A Stanford study reveals that only 25% of high school students can identify accurate news stories.

Students struggle to differentiate between real and fake photographs and authentic and staged videos.

Researchers describe the situation as 'bleak' and 'dismaying', indicating the severity of the misinformation problem.

The speaker proposes a five-step process to address the issue of misinformation.

The five-step process is called the 5 C's of critical consuming.

Context is the first C, urging to consider the article's timing and origin.

Credibility is the second C, emphasizing the importance of checking the source's reputation and cited sources.

Construction is the third C, focusing on analyzing the article's bias and language used.

Corroboration, the fourth C, advises cross-checking information with other credible sources.

Compare is the fifth C, suggesting comparing news from different ideological or political perspectives.

Teaching media literacy helps students learn critical thinking, which is beneficial for democracy.

Critical thinking among citizens is essential for a healthy democracy.

The speaker acknowledges that the 5 C's model is not perfect but offers it as a potential solution.

The process aims to provide a structured approach to consuming media critically.

The 5 C's model can be adapted and used by educators to improve students' media literacy.

Transcripts

With digital tools, it is  easier than ever to create,  

edit, and publish your work to the world.  But there’s a cost. It’s also easier than  

ever to spread misinformation. And fake news  has become a real issue in recent times.

We see this with students. According to a Stanford  study, only 25% of high school students were able  

to identify an accurate news story when also  given a fake one. Students also had a hard time  

distinguishing between real and fake photographs  as well as authentic and staged videos.

Researchers used the words “bleak”  and “dismaying” to describe it. But  

it’s not going away anytime soon  and that’s a very real problem.

So, how do we fix it?

Well, here’s a five-step process  that I’ve used with students.

A word of caution. It’s not perfect  and there are probably other models  

out there but I thought I would share it  just in case you might want to use it.

We call it the 5 C’s of critical consuming.

#1: Context - Look at the context of the article.  When was it written? Where does it come from? Have  

the events changed since then? Is there any new  information that could change your perspective?

#2: Credibility - Check the credibility of  the source. Does the site have a reputation  

for journalistic integrity? Does the author cite  credible sources? Or is it satirical? Is it on a  

list of fake news sites? Is it actually an  advertisement posing as a real news story?

#3: Construction. Analyze the construction of  the article. What is the bias? Are there any  

loaded words? Any propaganda techniques? Any  omissions that you should look out for? Can  

you distinguish between the facts and  opinions? Or is it simply all speculation?

#4: Corroboration: Corroborate the information  with other credible news sources. Make sure it’s  

not the only source making the claim. If it is,  there’s a good chance it’s actually not true.

#5: Compare: Compare it to other news  sources to get different perspectives.  

Find other credible sources from  other areas of the ideological or  

political spectrum to provide nuance and get  a bigger picture of what’s actually happening.

See, when we teach students media literacy,  and they learn how to consume critically,  

they learn how to think critically.  And critical thinking citizens are  

good for democracy. And that’s good for everyone.