| 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 description
Support material can be found here:
https://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/tns/tn-13.pdf (Time frames can be adjusted)
5 min
2. Divide the group into two teams, one arguing in favour of fact checking, and the other exploring potential negative implications and consequences it can have. Both teams have to gather information and evidence that supports their agenda. After the preparation phase each team has 4-5 minutes to present their findings.
During the opening statements the other team is making notes and counter arguments.
Conduct a structured debate where each team presents their arguments and engages in a respectful discussion.
20 min
3. The debate facilitator sums up the arguments of both teams and formulates an evaluation of their performance. If there were other participants as listeners they can make comments too.
5 min
4. In the big group, participants can share their experience along the activity – what they found most challenging, what surprised them etc.
5 min
