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Is It Fake or Is It Real? Future-Ready Info Lit Skills

Participate and share

Participate and share : Interactive lecture

Tuesday, June 25, 12:15–1:15 pm
Location: 105AB

Cheryl Tice  
We'll define information literacy and media literacy, explore the five elements of information literacy (identify, find evaluate, apply and acknowledge) and share strategies to improve these skills to help K-12 students consume and share media responsibly.

Audience: Teachers, Professional developers, Library media specialists
Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Windows, Android, iOS
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: I am using to encourage audience participation. It works on any device and no account is required for participants to take part in the polls and answering questions during the presentation.
Focus: Digital age teaching & learning
Topic: Digital citizenship
Grade level: PK-12
Subject area: Language arts, Social studies
ISTE Standards: For Students:
Knowledge Constructor
  • Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
  • Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
For Educators:
  • Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.

Proposal summary

Purpose & objective

The purpose of this training is to help educators address critical information and media literacy skills using the elements of information literacy to guide the discussion. False information is everywhere and students need to acquire the skills to stop and evaluate information they see on the web before they share it to determine if it is credible. Our democracy depends on students who develop and employ these skills!

By the end of this session, participants will be able to:
* Define information and media literacy
* Refine web searches using strategies modeled during the session
* Locate and evaluate relevant, credible information from online sources
* Utilize digital content ethically (Copyright and Fair Use)

Information Literacy
Media Literacy
Inquiry-based Learning

Instructional activities:
I will use Google Slides presentation linked to resources and materials to quickly move through examples and strategies related to each element of the Information Literacy Model. Participants will respond to question and participate in interactive examples of information literacy and media literacy strategies. We will use, Google Search, and other websites that are open and accessible without a login during the session. The presentation materials are here:

Evidence of success:
The entire session is based on participants responding and interacting with the examples and materials in the presentation. Successful completion of this session will include participants collaboratively contributing responses to Mentimeter questions, and contributing their thoughts and responses as I model the sample strategies. At the end, I ask participants to reflect and offer one strategy that they plan to use in their own classroom and they can submit their responses via the Mentimeter code so I can see what they thought.


Here is the presentation:

There are 25 slides with content and activities. Each slide will take 2 - 5 minutes to present. Below is an outline of each slide with content and timing of the activities.

Content / Timing:
Slides 1 and 2: Intro and objectives - [3-5 minutes]

Slide 3: Mentimeter question - words that come to mind when they hear the term information literacy. [3-4 minutes]

Slide 4: Compare their responses with the words they see in the Prezi on slide 4. What do they notice? [4 minutes]

Slide 5: Share the main difference between info and media literacy definitions. [<1 minute].

Slide 6: ABC's of Media Literacy activity - participants try to name the products associated with each letter of the alphabet in the pic. Goal - to see how media messages are transmitted in subtle ways and we need to teach students these skills. [4 minutes]

Slide 7: Mentimeter question - How do you encourage students to ask substantive questions? This will introduce the first element of the information literacy model. [2 minutes]

Slide 8: The first 1 minute and 41 seconds of the Inquiry-Based Learning video and share a handout with Bloom's Taxonomy verbs and Stems - explain how to use with students to have them learn questioning skills. [5 minutes]

Slide 9: Info lit element 2 - Find resources activity. Participants will take part in this simple activity that teaches students to turn questions into keyword searches. Discuss wildcard searches, using quotes, and other ways to reduce the number of results and get more relevant information. [4 minutes]

Slide 10: A Google A Day game - this online activity can be used by students to practice refining their keyword search skills. I will give a minute or two to play it, depending on time. [3 minutes]

Slides 11 - 13 - Google Custom Search - share strategy for making Google Custom Searches for students to teach keyword searches and media literacy strategies. Teachers can include hoax sites so students can practice their media literacy skills. [2-3 minutes]

Slide 14: Info lit element 3 - Evaluate. Mentimeter question - Share a strategy you use to evaluate information you see online. [2 minutes]

Slides 15-16: Media Bias and Fake News Study - examine the chart and see where their news sources fall on the continuum of left to right media sources. Share the results of the fake news study and begin to talk about why it is so critical for students to understand how to evaluate media. [3 minutes]

Slides 17-18: Share the strategies teachers typically use to evaluate sources and what we really should be doing to help students learn to read the web. [3 minutes]

Slide 19: Media Literacy questions to use with students to have them evaluate media sources. Participants will use these questions (on a printout that I will provide) to look at examples of media on the next 5 slides. [2 minutes]

Slides 20-24: Evaluate examples - participants will use the media literacy questions to discuss the examples of real and fake news. Slide 24 provides a game (Factitious) that we will play briefly to see if they can identify the real or fake news articles within the online game. [5 minutes]

Slide 25: Use media literacy questions to decode the information on the "Fake News Vaccine" site. [5 minutes]

Slide 26: Info lit elements 4 & 5 - Apply and Acknowledge. How do we convince students of the importance of using digital resources ethically and obeying copyright? Have them copyright their own work with Creative Commons. We will explore the wizard on the Creative Commons site. They will also look at the copyright/fair use guidelines matrix for using copyrighted materials and we'll talk about why it's so important to model ethical behavior for students. [4 minutes]

Slide 27: Reflect - Mentimeter question: What strategy will be most helpful to you in your classroom that we discussed today? [2 minutes]

This presentation and their responses will remain available after the session for them to access the materials, view responses to Mentimeter questions, and to share with colleagues.
Frequency of activities:
4 Mentimeter questions (device based)
3 Interactive games
5 Modeled Strategies/Lessons
Discussion throughout

Supporting research

Information Literacy:
Book: Literacy in a Digital World: Teaching and Learning in the Age of Information (1998, 2014) [ISBN: 9781135690854]

Media Literacy:
Book: Master the Media: How Teaching Media Literacy can Save Our Plugged-in World by Julie Smith (2015) [ISBN: 978-0-9861554-5-1]

Inquiry-based Learning
Book: Reading the Web: Strategies for Internet Inquiry (2nd ed.) by Elizabeth Dobler and Maya B. Eagleton (2015) [ISBN: 978-1-4625208-7-9]

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Cheryl Tice, Horseheads Central School District

I am an Instructional Technology Specialist for the Horseheads Central School District and have been in instructional support for over 16 years. Some of my areas of focus are digital leadership, digital literacy, and information literacy. I enjoy helping educators learn about and effectively use educational technology tools and skills to promote innovative teaching and learning practices.

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