Sloppy news reporting lessons
In the era of the fight against fake news, we believe journalists must be aware of the social climate surrounding the work they do. The attacks and delegitimization of the news media on a national scale shouldn’t make us question the work we do.
We must be able to educate ourselves and our audiences about the role and mission of a 21st century journalist.
We’ve created this set of tools for educators to promote discussion about truth and credibility in the media we access as makers, sharers, consumers and evaluators.
Read MoreCensorship lessons
In the era of the fight against fake news, we believe journalists must be aware of the social climate surrounding the work they do. The attacks and delegitimization of the news media on a national scale shouldn’t make us question the work we do.
We must be able to educate ourselves and our audiences about the role and mission of a 21st century journalist.
We’ve created this set of tools for educators to promote discussion about truth and credibility in the media we access as makers, sharers, consumers and evaluators. Our lessons are listed below:
Censorship
In this noncontinuous lesson, students will localize the 2016 Gallup survey “Free Expression on Campus: A Survey of U.S. College Students and U.S. Adults.” Students will use their technical writing skills to craft the directions (teachers and students), questions similar to the Gallup questions, and an email in addition to tabulating and comparing the survey results. Students will then compare their results with the national results, create an infographic and then write a reflection of the process.
The lesson starts by providing a prompt in which students examine what they would like to cover, but feel they can’t for some reason. Discussion addresses why this self-censorship exists and examines whether this self-censorship should be abandoned.
Students and the public have a right to view many records kept by schools, municipalities, states and federal government. Students should review how to submit a public records request and understand the legal aspects of doing so.The Student Press Law Center also hosts an open records letter generator to make it easy to do. Most often, the Freedom of Information Act request will come at a time when you might be crunched for time. Use this lesson to become more familiar with your rights under the Freedom of Information Act.
To go to another of the fake news categories in Tools of Truth:
• Sloppy reporting
• Satire
• Deceptive news
• Home
Contributors
Read MoreSatire lessons
Satire
Students are funny. Students are smart. But are they smart enough to be funny with satire in a way that advances the journalistic goals of the publication? Can they do it without violating the SPJ ethical guidelines or their own publications’ ethical guidelines? Use this lesson to help students understand purpose of satire as a journalistic tool.
• Satire in your publications; who is the joke really on?
Students think of themselves as smart and funny, but does that mean they can handle satire? Satire opens students up to many legal risks including libel and invasion of privacy. Use this activity to explore some of the pitfalls of using satire in your publications.
• Satire’s role in current events
According to Wyatt Mason in an online article published in the New York Times Magazine titled “My Satirical Self,” readers in the 21st century have “taken shelter in the ridiculous.” He provides an excerpt from The Onion, a satirical online news source referenced as “America’s Finest News Source,” as an example of an escape from the inescapable ridiculousness of society, politics, and other vice and follies. New literacies have helped grow the genre of satire, and as Americans turn to this genre as a source for news and entertainment, students must understand the core elements that create satire.
To go to another of the fake news categories in Tools of Truth:
• Sloppy reporting
• Censorship
• Deceptive news
• Home
Contributors
Candace Perkins Bowen, MJE
cbowen@kent.edu
John Bowen, MJE
jabowen@kent.edu
Maggie Cogar, CJE
mcogar@ashland.edu
Michael Johnson
mjohn199@kent.edu
Lori Keekley, MJE
keekley@gmail.com
Jeff Kocur, CJE
jeffreykocur@gmail.com
Kristin Taylor, CJE
ktaylor1164@gmail.com
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Deceptive news lessons
In the era of the fight against fake news, we believe journalists must be aware of the social climate surrounding the work they do. The attacks and delegitimization of the news media on a national scale shouldn’t make us question the work we do.
We must be able to educate ourselves and our audiences about the role and mission of a 21st century journalist.
We’ve created this set of tools for educators to promote discussion about truth and credibility in the media we access as makers, sharers, consumers and evaluators. Our lessons are listed below:
Deceptive news
Interpretation, framing and sourcing
Why, and how, can two people be exposed to the exact same news story and interpret it differently? Why should this matter to journalists? People interpret the news differently depending on their cognitive schematic structure, or prior experiences. It’s important for journalists to understand this process so they can better understand how their audiences are interpreting the content they produce, so they can ultimately use that information to help shape their content
Journalists are taught to be objective, so they don’t “frame” stories” … or do they? Whether consciously or unconsciously, research suggests time and time again that what the media decides to cover, and how they cover it, ultimately influences what people find important and how they interpret the news. So it’s important for journalists to consider their story angle, word choice and even interview questions to be sure they don’t rely on social stereotypes, which could potentially be inaccurate, to tell their stories.
In the 21st century, we choose the media sources we consume in an increasingly passive manner. Stories show up in our news feeds and social media feeds, or in forwarded emails; often we don’t know the sources, or the sources look familiar, but they are from nefarious sources. Explore the changing nature of how we consume news, and help your students choose their information wisely.
Deceptive advertising
- What are native advertising/sponsored content and why should we be concerned about them and issues they raise.
- Resources for sponsored content
Questions of fake news and disinformation arise almost daily. Citizens also face information spread by sponsored content, an approach to storytelling designed to bring needed revenue to news media. The trouble is most readers and viewers cannot tell sponsored news from reported news. This lesson can help students understand how sponsored news developed, how to recognize it and ways to assist non-journalism communities in dealing with it.
Because of the rapid spread of sponsored content or native advertising, it is possible your students will have to decide whether to use them in their student media. Faced with that decision, what arguments would students raise and what decisions would they make – and why?
Because of the rapid spread of sponsored content, students may have to decide whether to accept sponsored content in their student media. How well can they recognize it and what would they do once they recognize it?
From previous lessons, student journalists should be aware of native ads and sponsored content and the importance of understanding the issues they raise. Now, they take this awareness and knowledge a step further and become the teachers to their various communities. They can use the positions they reported in the last lesson and inform others.
In this lesson, the teacher will lead students to create a Pinterest board that identifies native ads and sponsored content since it always helps to visually explain journalism terminology.
This lesson should follow other lessons on sponsored content. To help maintain student awareness of native ads and sponsored content, students will create Storify news stories and publish them to keep themselves and their communities aware of each.
Identification of Fake News
There has been a lot of talk lately about “fake news” because it has been particularly prevalent during the recent 2016 Presidential election campaign. According to a recent Pew Research Center study, 62 percent of Americans get their news from social media sites and 44 percent get their news specifically from Facebook. Nearly 90 percent of millennials regularly get news from Facebook. In addition, a recent study from Stanford University revealed that many teens have difficulty analyzing the news; 82 percent of middle school students surveyed couldn’t tell the difference between an ad labeled “sponsored content” and a legitimate news story.
This lesson provides an opportunity for students to learn what fake news is, differentiate it from other types of news (including satirical, misleading and tabloid news), develop strategies for spotting fake news and consider what can be done about the proliferation of fake news.
Following the How to Spot Fake News lesson or Satire’s role in Current Events lesson (or perhaps even on its own or before the lesson), urge students to download the Jeopardy-style game to see how they really do in identifying fake news.
In this lesson, students explore propaganda techniques, and discuss how they are the targets of advertisers and politicians. Students will understand and identify how propaganda techniques are used to influence them into doing, feeling and believing a message that may or may not be of benefit to them. Students will create their own propaganda message using one (or more) of 11 known propaganda techniques. The key is to help students begin an awareness of, and the ability to identify, how their outlook on life is related to the messages they see. This lesson takes one 60-minute class period to complete.
In this lesson, students pick up where they left off in propaganda techniques as well as the concept of “spin” and discuss how politicians use these techniques to sway public opinion. Students will identify propaganda used in past and current ads and create their own advertisement using an assigned propaganda technique. Students will also examine how politicians spin current events to suit their own agendas and will assume the role of a prominent political figure’s communication representative who is responsible for spinning news events.
To go to another of the fake news categories in Tools of Truth:
• Sloppy reporting
• Censorship
• Satire
• Home
Contributors
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News v. public relations
Our second Tools of Truth lesson addresses fake news by helping communities differentiate between public relations and journalistic news. The entire package will be available Wed., Aug. 30.
The Tools Truth package consists of more than 20 lessons on how to deal with fake news in four categories: censorship, satire, sloppy reporting and deceptive news.
This lesson on “News v. public relations” was developed by Kristin Taylor of The Archer School in Los Angeles and a SPRC committee member.
Taylor described the lesson as, “The community gets information about what is happening at school through different publications, but not all of these publications are journalistic. In this lesson, students will differentiate between student reporting and school public relations by comparing and contrasting student publications with school public relations content such as newsletters, school-created magazines or school websites created and maintained by adults in the community.”
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