| Debunking, verification, and fact checking are often used interchangeably, sometimes causing confusion, but there are differences. Debunking is literally the act of exposing the falseness of a claim. From this point of view, while verification and fact checking is the process we use to inspect the accuracy of an information, debunking is like the final act. We might find an information to be true after fact checking it and then of course we can’t debunk it. Generally, when it comes to media literacy and critical thinking, one of the first practical tools against misinformation is fact checking and researching the same information from different sources. Its impact however is still subject to investigation. Apart from the studies supporting the necessity of fact checking, another argument beside it is that it is still a better option than regulating the rights of free speech. And as we arrive at the topic of free speech the discourse becomes really heated and politicised. While we can observe that traditionally the whole political spectrum agrees that misinformation and fake news are a real problem which had to be treated, none of them found a better solution which is acceptable for every party than fact checking. 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 4 - Message received
This exercise reflects on these secondary aspects of media messages and helps participants to understand more about the information they receive.
Description
This exercise helps understanding media messages by deconstructing them into cognitive, emotional, aesthetic and moral dimensions. Reflect on the fact that the content is only “whole” if all factors are considered.
Learning Outcomes
After completing this activity, learners will:
- Be able to analyze various types of texts based on the four dimensions
- Understand how different platforms are using different languages to convince the reader/news consumer
- Get to know about the advantages of being media literate
- Be able to interpret different types of media messages
Materials needed for implementation
- Content (media messages) that will be assigned to the teams
- Blank pages/notebooks for taking notes
- Pens
- Projector
Time required
50 min.
Minimum / Maximum group size
7/8 - 25
Level
Beginner
It is recommended that the trainer completes Chapter 4 of the E-Book for youth workers on critical thinking and conspiracy theories first.
It is recommended that the trainer completes Chapter 4 of the E-Book for youth workers on critical thinking and conspiracy theories first.
Introduction
Provide guidelines or prompts to help learners navigate their analysis of each dimension. After presenting the activity, take a minute and show them a text where the emotional tone of the text has an important role in making the point. Or another where the aesthetic dimension is significant, elaborate how it is contributing to understanding media messages.
6 min
6 min
Activity description
1. Divide the learners into small groups of 4-6 members.
4 min
2. Provide each group with a set of media messages, such as news articles, advertisements, or social media posts, videos that represent a range of topics and genres. Depending on the size of the groups each group should receive 4-5 pieces of content. If the topic of these media messages are similar it is even better.
5 min
3. Instruct each group to analyze the media messages using the four dimensions described in the text (cognitive, emotional, aesthetic, and moral). They should discuss and evaluate each dimension based on the content of the media message.
5 min
4. Give the groups sufficient time to analyze and discuss their assigned media messages. Let them share their observations, and any red flags they identify.
20 min
4 min
2. Provide each group with a set of media messages, such as news articles, advertisements, or social media posts, videos that represent a range of topics and genres. Depending on the size of the groups each group should receive 4-5 pieces of content. If the topic of these media messages are similar it is even better.
5 min
3. Instruct each group to analyze the media messages using the four dimensions described in the text (cognitive, emotional, aesthetic, and moral). They should discuss and evaluate each dimension based on the content of the media message.
5 min
4. Give the groups sufficient time to analyze and discuss their assigned media messages. Let them share their observations, and any red flags they identify.
20 min
Debriefing
Bring the groups back together and facilitate a larger group discussion. Use the projector and a laptop to project the material they are talking about to help the others make observations. Each group can present one or two media messages they analyzed, highlighting their findings for each dimension. Encourage other groups to provide additional insights or perspectives.
Ask the groups:
Wrap up the activity by summarizing the key takeaways and emphasizing the importance of media literacy.
10 min
Ask the groups:
- Have they have found anything similar in their material?
- What conclusions do they draw from their findings?
- What other observations did they make?
Wrap up the activity by summarizing the key takeaways and emphasizing the importance of media literacy.
10 min
Adaptation to online mode
The activity is doable in the online space in case participants can be assigned into separate rooms, so they can work together with their team. After the teams are assigned each of them receives a link to the Jamboard which is made for their team where links to materials and pictures about the content can be found. Although it is more convenient for them to do it offline, therefore we encourage face to face activity.
Further resources
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References
Abadollah Ahmady, Ali Davarpanah, Banafsheh Mirshekari, Somayeh Boroumand-E Motlagh. The need for media literacy in public education:
https://japer.in/storage/models/article/0DgE6BUweMjSB27aghudYHM1d0tIgu7uWek9pjsRv1IWIVmq58II2AwXkA9Y/the-need-for-media-literacy-in-public-education.pdf
https://japer.in/storage/models/article/0DgE6BUweMjSB27aghudYHM1d0tIgu7uWek9pjsRv1IWIVmq58II2AwXkA9Y/the-need-for-media-literacy-in-public-education.pdf
Handouts
