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. |
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 1 - Hear me out!
It is always healthy to clash facts and views, as it helps our development to progress. It is a way to avoid hearing only comforting information and rather be part of an thought provoking conversation.
Description
This activity supports the participants in broadening their knowledge about fact checking in a safe, organized, competitive way while they also learn the art of debate and public speaking.
Learning Outcomes
After completing this activity, learners will:
- Understand how fact-checking works in real life and how they can implement it in their own lives.
- Be able to express themselves more coherently
- Be able to practice a certain kind of critical thinking
- Be able to exercise active listening during the debate.
- Become more willing to engage in verbal interactions with others rather than just believing in their own right.
Materials needed for implementation
- Stopwatch
- Furniture (desks and chairs) for participants
- Blank pages for making notes, write elements of the debate
Time required
Max. 55 min.
Minimum / Maximum group size
10 - 14 plus the judge of the debate can also be a participant.
Level
Beginner (no prior knowledge required).
Introduction
Explain to the participants that this activity will broaden their horizon. To proceed forward with the activity it is important for them to learn the elements of a meaningful debate so they can participate in a respectful manner. The most important for them is to learn the difference between challenging someone's ideas and challenging someone's identity.
Show the group the following videos (in English, auto-generated captions are available for other languages:
Big Think: Debate world champion explains how to argue:
Hub Scoula: Debating skills - Introduction:
10 min total
Show the group the following videos (in English, auto-generated captions are available for other languages:
Big Think: Debate world champion explains how to argue:
Hub Scoula: Debating skills - Introduction:
10 min total
Activity description
1. Explain the basic rules to the participants.
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
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
Debriefing
On post-its, participants write down 1 conclusion they left with.
The facilitator asks them questions like:
Q: Do they felt like the other side might be right?
Q: Can the two sides be right at the same time?
Q: Do they think fact checking important after the debate?
Q: What kind of “side effects” fact checing can cause?
2 min.
The facilitator asks them questions like:
Q: Do they felt like the other side might be right?
Q: Can the two sides be right at the same time?
Q: Do they think fact checking important after the debate?
Q: What kind of “side effects” fact checing can cause?
2 min.
Adaptation to online mode
Though technology is able to accommodate such genres in the online space, for participants with no former debate experience it is suggested to conduct this exercise face to face.
Further resources
The trouble with fact-checking
https://bigthink.com/the-present/fact-checking-disagreement/
The strengths and weaknesses of automated fact-checking tools
https://akademie.dw.com/en/the-strengths-and-weaknesses-of-automated-fact-checking-tools/a-53956958
Is fact-checking effective? A critical review of what works – and what doesn’t
https://akademie.dw.com/en/is-fact-checking-effective-a-critical-review-of-what-works-and-what-doesnt/a-55248257
https://bigthink.com/the-present/fact-checking-disagreement/
The strengths and weaknesses of automated fact-checking tools
https://akademie.dw.com/en/the-strengths-and-weaknesses-of-automated-fact-checking-tools/a-53956958
Is fact-checking effective? A critical review of what works – and what doesn’t
https://akademie.dw.com/en/is-fact-checking-effective-a-critical-review-of-what-works-and-what-doesnt/a-55248257
References
Debate world champion explains how to argue:
https://www.youtube.com/watch?v=2pVdSEp-tT8
Debating skills - Introduction:
https://www.youtube.com/watch?v=1TSkkxu8on0&t=46s
Conducting a debate:
https://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/tns/tn-13.pdf
https://www.youtube.com/watch?v=2pVdSEp-tT8
Debating skills - Introduction:
https://www.youtube.com/watch?v=1TSkkxu8on0&t=46s
Conducting a debate:
https://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/tns/tn-13.pdf