| 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 5 - Visualizing information bubbles
According to Agarwal & Bandeli (2017) the network is fully connected. Every blog connects to every other blog and they share the same hyperlinks.
Moreover personalized search and social media algorithms selectively present information based on a user's past online behavior, limiting exposure to diverse perspectives.
It is common for people to favor information that confirms their preexisting beliefs or hypotheses, leading them to interpret information in a way that confirms their convictions.
Moreover personalized search and social media algorithms selectively present information based on a user's past online behavior, limiting exposure to diverse perspectives.
It is common for people to favor information that confirms their preexisting beliefs or hypotheses, leading them to interpret information in a way that confirms their convictions.
Description
Developing an understanding of how the “theorist in all of us” can evolve from fairly rational or common beliefs when placed in their own information bubble.
Learning Outcomes
After completing this activity, learners will:
- Understand the key components of various urban legends, extreme beliefs, and conspiracy theories.
- Analyze similarities and patterns between different theories, identifying common themes and underlying motives.
- Cultivate sensitivity towards cultural and societal factors influencing belief systems.
Materials needed for implementation
- Mobile phones
- Laptop/desktop
- Pen
- Notebook
- Digital visualization tools (MS paint or more advanced)
Time required
40 min.
Minimum / Maximum group size
Any group, but ideally 6+ learners for diverse outcomes.
Level
Beginner (no prior knowledge required).
Introduction
Explain about the activity and the concept of a fully connected network.
10 min.
10 min.
Activity description
Learners will first be asked to use the relevant printout and write on the bubbles some urban legend, extreme belief or conspiracy theory. Alternatively, the trainer along with the learners can come up with some theories and legend and the learners will then try to unite them and assess the points of similarity, e.g. Bigfoot stories and anti-vaccine movements share the distrust towards the government’s deliberate keeping safety information from the public or 9/11 conspiracies and the “feminization” of society theories share the repressed anger towards a healthier modern representation of previously marginalized groups.
20 min.
20 min.
Debriefing
In the debriefing session, the trainer will encourage learners to share their observations on the psychological factors driving these narratives and the historical contexts shaping their evolution.
Discussions will delve into the importance of empathy and open-mindedness when considering diverse belief systems. Learners will reflect on the cultural sensitivities and critical awareness cultivated during the activity, emphasizing the significance of understanding the complex interplay between societal anxieties, historical events, belief formation and the worldviews that those ideas can be associated with.
10 min.
Discussions will delve into the importance of empathy and open-mindedness when considering diverse belief systems. Learners will reflect on the cultural sensitivities and critical awareness cultivated during the activity, emphasizing the significance of understanding the complex interplay between societal anxieties, historical events, belief formation and the worldviews that those ideas can be associated with.
10 min.
Adaptation to online mode
No modifications required.
Further resources
Glasser T. L., Zhou S., & Varma A. Native Advertising as Counterfeit 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
Agarwal N. & Bandeli K. K. Blogs, Fake News, and Information Activities. In Digital Hydra: Security Implications of False Information Online, pages 31–45. NATO Strategic Communications Center of Excellence (StratCom COE), 2017.
Handouts
