Blended Content
Recorded Session1. Introduction and Learning Targets (5 minutes)
Introduce the session's purpose and learning targets, focusing on identifying and differentiating between misinformation, disinformation, and malinformation (MDM). Connect with participants by discussing the relevance of these skills in today’s media landscape.
Tap into students’ prior knowledge about AI by launching a SchoolAI Space in your Learning Management System (ex. Schoology). A SchoolAI Space is an AI chat that teachers can create and customize with specific prompts, parameters, and rules. It allows students to have personalized discussions with AI on topics set by the teacher, while teachers monitor the chats through their dashboard and receive live AI-generated data based on student progress throughout the activity.
Students will discuss the following in this AI chat:
Where do you typically get your news and information from?
What factors influence your choice in news sources?
How do you determine if a news story is legitimate or truthworth?
Are there any red flags that make you question the credibility of a story?
Why do you think false or misleading news stories spread so quickly and widely?
What are some potential dangers or consequences of believing and spreading news that isn’t true?
How can the erosion of trust in news influence the democratic process?
What responsibility do you think individuals have when it comes to sharing news and information online?
Before moving on, discuss insights as a class. What did you chat about with AI?
2. AI Image Analysis (10 minutes)
Game (Engagement Activity): Can we no longer believe what we see? (10 minutes)
Let’s play the game called, "Can we no longer believe what we see?!” - a.k.a. Real or AI image?
Directions: Students will be shown 2 images on a slide and need to decide which one is real and which one was generated by AI.
As a class, we will discuss student answer justification, prompt engineering, and critical media literacy strategies.
After the game, discuss the tips for detecting AI-generated images.
Activity: Gallery Walk
Students analyze images posted around the classroom to determine if they are real or AI generated.
Digital version will also be posted in Schoology for student access. Students will vote & indicate their response with post-it notes (Ex. pink = AI generated, while green = real). As students circulate, they will be asked to justify their responses and engage in discussion with their peers.
After the activity, conclude with a whole group discussion reflecting on student insights.
3. Understanding and Analyzing MDM (15 minutes)
What is critical media literacy (3 minutes)
Introduce concepts of: Critical analysis, Understanding media production, Interrogating power and ideology, Audience interpretation, Creating media, Ethical considerations
Misinformation, disinformation, & malinformation (3 minutes)
Establishing the foundation for what each of these are
Present the definitions and characteristics of MDM, using real-world examples. Guide students through the seven types of MDM with an interactive sorting activity where they classify examples into categories. Students will work in small groups to discuss and sort examples, sharing their reasoning. Facilitators will provide feedback and clarification as needed.
4. Developing Critical Media Literacy (10 minutes)
Introduce critical media literacy (CML) strategies, such as lateral reading, to evaluate the credibility of digital content. Demonstrate how these strategies help identify MDM and understand how rhetorical devices and persuasive appeals manipulate information.
Participants will practice lateral reading through a guided headline activity, working in pairs to apply CML techniques and discuss findings. Students will choose one given headline to conduct lateral reading and research.
5. Creating Manipulated Media (15 minutes)
Using Canva, students will create their own piece of digital media incorporating one of the seven types of MDM and a rhetorical device or appeal.
Students will apply their understanding of MDM and CML to create their media, then upload their work for a gallery walk.
6. Gallery Walk and Reflection (5 minutes)
Students will participate in a gallery walk, evaluating each other’s media and identifying the type of MDM and strategies used. Conclude with a reflection on the impact of MDM and the importance of media literacy.
Total Time: 60 minutes
This session combines direct instruction, interactive activities, and creative media production to engage students in critical analysis of digital content, empowering them to navigate and evaluate media responsibly.
https://namle.org/resources/key-questions-for-analyzing-media/
Do you have an eye for credibility? - News Literacy Project definitions
seven-page summary document,
https://www.zdnet.com/article/40-of-workers-will-have-to-reskill-in-the-next-three-years-due-to-ai-says-ibm-study/
https://www.dw.com/en/fact-check-how-can-i-spot-ai-generated-images/a-65252602 -
https://openaimaster.com/chat-gpt-zero-how-does-it-work/
https://openaimaster.com/is-zero-gpt-accurate/
https://www.oneusefulthing.org/p/the-homework-apocalypse
https://www.oneusefulthing.org/p/what-people-ask-me-most-also-some
https://www.reuters.com/technology/openai-ceo-altman-says-davos-future-ai-depends-energy-breakthrough-2024-01-16/
Forbes Article
Verge Article
https://www.reuters.com/legal/transactional/lawyer-used-chatgpt-cite-bogus-cases-what-are-ethics-2023-05-30/
https://hai.stanford.edu/news/hallucinating-law-legal-mistakes-large-language-models-are-pervasive
https://techxplore.com/news/2023-08-exploring-effects-emotional-stimuli-large.html
https://techxplore.com/news/2023-08-exploring-effects-emotional-stimuli-large.html
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