| Short introduction to this modul People today have access to a vast array of informational resources, ranging from online search engines and social media platforms to simple mailing lists and WhatsApp groups. However, the abundance of information available can make it challenging to handle. Unfortunately, with the increase in information load and sources, there has also been a rise in the distribution of fake news and conspiracy theories. Our social influences play a significant role in how we choose to receive information. People seek information about what their peers believe and do in order to avoid social exclusion or just to feel part of a group. As a result, people tend to discover news from posts made by their friends on social media platforms. Given that young people consume most of their information from social media, this reputational aspect has become a crucial element in the information gathering process among the various social media platforms available. An information bubble is created when people primarily, or exclusively, consume information from the same type of sources, or with the same type of agenda or political viewpoint. The consequences of information bubbles can be significant. They can lead to a polarised and fragmented debate where people are less likely to engage with those who hold different views, and where social and political divisions are reinforced. They can also undermine the public's trust in institutions such as the media, and in some cases, can even have real-world consequences such as the spread of misinformation or the exacerbation of social and political conflicts. Below you will find a list of training activities you can implement with your class/young people with the purpose of gaining knowledge and abilities dealing with various aspects related to conspiracy theories. |
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What is a conspiracy theory?
The information bubble
Why do we believe in conspiracy theories?
Fact checking
What is critical thinking?
How to escape the rabbit hole?
Activity 3 - The path to information bubbles
Why we are all attracted to conspiracy theories:
Description
Giving learners an idea of their own systems of beliefs and showing them that practically no one is immune to misinformation.
Learning Outcomes
After completing this activity, learners will:
- gain awareness of algorithmic biases in search engines and content platforms, understanding how search results can be influenced by demographic features, beliefs, and online affiliations.
- develop digital literacy skills by effectively using search engines and content platforms to retrieve information.
- question the authenticity and credibility of online content, honing their skills in discerning reliable information from misinformation and biased sources.
Materials needed for implementation
- Mobile phones
- Laptop/desktop
- Pen
- Handout
- Digital visualization tools (MS paint or more advanced)
- Browser
Time required
45 min.
Minimum / Maximum group size
Ideally 6+ learners
Level
Beginner (no prior knowledge required)
Introduction
Explain about the activity and explain why we tend to be attracted to conspiracy theories.
10 min.
10 min.
Activity description
1. Learners will first be asked to use some search engines and content platforms by looking up keywords given by the trainer. Some examples may be “scandal”, “newsbomb”, “fact”, “urgent” or similar concepts. They will be encouraged to try the same search with different accounts and different search engines and to try to search the same words in "private mode" or when logged out.
2. They will discuss the results, whether they differ or are in the same order, and will be prompted to think about previous searches or general beliefs that may have brought up their specific results. If any ads come up, they will also assess what they are and why they may appear on their screen (eg demographic features, belief systems, groups they have joined online etc).
3. Subsequently, they will visualize digitally or on paper the paths they have discovered: from beliefs, characteristics or affiliations to ads, from there to news, and from there to the potential formation of an extreme belief and the group or related beliefs.
30 min.
2. They will discuss the results, whether they differ or are in the same order, and will be prompted to think about previous searches or general beliefs that may have brought up their specific results. If any ads come up, they will also assess what they are and why they may appear on their screen (eg demographic features, belief systems, groups they have joined online etc).
3. Subsequently, they will visualize digitally or on paper the paths they have discovered: from beliefs, characteristics or affiliations to ads, from there to news, and from there to the potential formation of an extreme belief and the group or related beliefs.
30 min.
Debriefing
In the debriefing session, learners will share their observations about how search results differed based on keywords, personal beliefs, and online affiliations. The session focuses on students' realizations about algorithmic biases and the formation of filter bubbles and the browser differences. The trainer will encourage learners to express their thoughts on the impact of personalized content on their perspectives and how these algorithms might reinforce existing beliefs.
10 min.
10 min.
Adaptation to online mode
No modification required.
Further resources
Bowman N. D. & Cohen E.- Mental Shortcuts, Emotion, and Social Rewards: The Challenges of Detecting and Resisting Fake News. In Fake News: Understanding Media and Misinformation in the Digital Age. Edited by Melissa Zimdars and Kembrew McLeod. Cambridge, Massachusetts : The MIT Press, 2020.
References
Van Prooijen, J. W., & Douglas, K. M. (2017). Conspiracy theories as part of history: The role of societal crisis situations. Memory Studies, 10(3), 323–333.
Handouts
