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Posts Tagged ‘literacy

The Today rag co-opted a New York Times article but changed the headline about how the meat industry was responding to plant-based “meat” like Impossible and Beyond.

The original NYT headline read:

NYT headline of its article.

The Today headline was:

TODAY paper headline of the same NYT article.

The NYT headline was more accurate. The Today headline came across as a warning to consumers that favoured the old school over the new.

Not only that, my screen shots reveal something else — the NYT linked to its sources and sites outside its interests while Today did not.

If we want our students to be more news literate, it is not enough to force them to read X number of articles every week. The source of those articles is important in modelling behaviours that we would like them to mimic.

When I say “basic literacy” now, I am not referring to being able to read. I am thinking about the ability to create.

Creating short content, e.g., in the form of tweets, requires both traditional literacy and the basic literacy of now. Take the tweet below for example. The creator of the tweet received numerous reminders from commenters how to copy and paste.

Once an item is in a device’s clipboard, there is no need to copy it again. Copying the same thing again is an unnecessary step and a boomer mistake.

But the next tweet was more on point.

It indirectly pointed out the need for better visual design. The specific concept to apply was contrast.

There is no point teaching kids content and skills they will not use. It is just as harmful to not teach them content and skills they will need.

There is no need to look into the crystal ball for what content and skills might be relevant in ten years. One just needs examples of what is important now.

The title of this reflection is a quote from one of the participants of the video below.


Video source

The participants had to evaluate the claims made by another video producer about the properties of “real” and “fake” food. I highlighted one reaction because it was an honest and direct response to attempts to mislead.

However, it might be easier to spot misleading claims about those food claims than statements in tweets or headlines.

Thankfully that is why we have the Navigating Digital Information series by Crash Course [my thoughts and annotations on the series] and two episodes so far by TED-Ed [annotations on part 1] [annotations on part 2].

The sad thing is that the video above will probably get more views on its own than all 12 of the videos combined about being digitally literate. It is easier to tell people “Don’t be a dumbass!” than to get them not to be dumbasses.


Video source

The video above has a clickbait title — this one weird trick will help you spot clickbait.

The examples highlight not one but three strategies when evaluating clickbait titles of news or video reports:

  1. Drawing a line between cause and effect
  2. Understanding the impact of sample size on reported results
  3. Distinguishing between statistical or scientific significance and practical bearing

Crash Course provided a ten-part series called Navigating Digital Information. But what good is claiming to be information literate if you cannot prove it?


Video source

This TED-Ed video is a quick test on applying some of that knowledge by evaluating misleading headlines.

The video title states that this test is Level 1. So will there be more difficult tests?

I am sad. This is the last episode of Crash Course’s series on Navigating Digital Information.


Video source

This week’s focus was social media.

Host John Green started by outlining how social media has had far reaching consequences, e.g., shaping our vocabulary, changing our expectations of privacy, organising grassroots efforts.

But probably the most important impact of social media might be that it is now the most common source of information and news. This includes disinformation, misinformation, and fake news, all of which are easy to spread with a click or a tap.

The ease of creating, sharing, and amplifying is social media’s best and worst set of affordances. The affordances are neutral, but we can choose to bully and mislead, or make new friends and organise special interest groups.

Regardless of their purpose, social media are powered by targetted advertising and algorithms. Both affect what we read, hear, or watch in our feeds. This can create filter bubbles.

This insulation is a result of social media companies needing to keep us engaged. A consequence of this is that we might not get to process dissenting views or the truth behind the lies we are fed.

If we know what drives social media, we could take Green’s advice by:

  • Following entities that have different perspective from us.
  • Deactivating the recommended results or top posts so that you get a more neutral feed.
  • Avoid going down rabbit holes (deep dives of content or perspectives that result in more of the same or the extreme).
  • Exercising click restraint and practising lateral reading.
  • Having the courage and taking the effort to correct mistakes.

The week’s episode of Crash Course’s navigating digital information focused on click restraint.


Video source

Click restraint is about not relying on the first few returns in Google search. It is about scanning, analysing, and evaluating the rest of the returns. It is not about immediate gratification but about figuring out the most valid and reliable sources of information.

Why exercise click restraint?

Searches are not objective. The search algorithms (rules) are shaped by us and the results are processed by us. We do all these based on our perspectives, biases, or bubbles.

How might we exercise click restraint?

By analysing the search results first:

  1. Scan the titles and URLs of the results for their sources
  2. Read the snippets or blurbs that accompany the titles or URLs
  3. Try to determine if the nature of the resource — opinion piece, satire, official report, etc.

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