The Stanford History Education Group (SHEG) is a research and development group based in Stanford’s Graduate School of Education. In 2014, we set out to develop short assessments to gauge young people’s ability to evaluate online content. Our work was supported by the Robert R. McCormick Foundation, the William and Flora Hewlett Foundation, the Spencer Foundation, and the Silver Giving Foundation.
Specifically, we sought to measure Civic Online Reasoning — the ability to effectively search for, evaluate, and verify social and political information online. We use this term to highlight the civic aims of this work. The ability to evaluate online content has become a prerequisite for thoughtful democratic participation.

“Digital,” “library,” “pedagogy” — what happens when these three terms are brought together as the foundations of a community of practice? The strategies and insights gathered here suggest a preliminary answer to that question, but the short version might be: a lot. Digital access and affordances spark new approaches to primary sources; memes model scholarly conversation; hands-on work with APIs and web scraping quickly bring the rhetoric of the digital as seamless access to information back down to earth.

The nine lessons in this volume cover foundational digital tools like Voyant and Omeka and newer ones such as Transkribus and the International Image Interoperability Framework (IIIF). Most lessons focus on the act of making and engaging with tools, while others address misinformation and algorithmic bias. The structure and length of the lessons vary considerably, with some designed for standalone sessions and others spanning the duration of a course.

The goal of this lesson to raise students’ awareness and understanding of what deepfakes are, how they can cause harm, and how they could be regulated. The lesson also encourages students to question their own manipulation of images and video.

This guide provides resources on the topic of Digital Media Literacy, as a supplement to the OERTX Digital Information Literacy Hub.

Access a library of curated curriculum, lectures, and exercises, including a weekly update of fresh materials.

Digital literacy is a ‘life skill’ in which individuals develop skills and abilities, using digital tools appropriately to locate, evaluate, analyze, synthesize and construct new knowledge, communicate and interact with others in a creative and transformative way.

According to the bibliography, DL is a multidimensional literacy that involves a technical/ operational dimension which refers to mechanical and practical skills; a cognitive dimension related to Information literacy skills and content creation skills; and a social-emotional dimension which focuses on an individual’s development to communicate with others and enable social action

A six module course that goes over evaluating online information, working with different digital formats, ethical communication and sharing of information, and understanding online risks and threats.

Did your mother call you to tell you about that new miracle cure for Alzheimer's disease? Did your Facebook feed pop up with an article on a factory farm of pigs intended for human transplant harvesting? Did one of your friends breathlessly tell you that there's a new spider that's going to kill us all? You might have heard any or all of these stories, but there's one thread connecting all of them: they're not true.

The ability to tell accurate news from fake news is an important skill that you'll use for the rest of your life. This LibGuide will give you valuable insight in telling fact from fiction online, plus a chance to exercise your newfound skills.

News Literacy Project is a nonpartisan national education nonprofit, that provides programs and resources for educators and the public to teach, learn and share the abilities needed to be smart, active consumers of news and information and equal and engaged participants in a democracy.

This tutorial explains how to consume and produce media messages. You will practice analyzing media messages using technology. Expect to take about 2 hours to complete this tutorial.

Sorting through the vast amount of information created and shared online is challenging even for experts. This page defines terms including and related to "fake news" while offering resources and information to avoid both reading and sharing it. The more aware you are of what false information is and how it spreads, the better you will be at avoiding it yourself - and helping your friends and family do the same.

The digital age has created the need for a new kind of literacy-a literacy that empowers news consumers to determine whether information is credible, reliable and truthful. This is not just a skill; it is a new core competency for the 21st century. So-called "fake news" is hard to spot and spreads easily, leading to disagreements over basic facts. The antidote to the growing challenges posed by this digital revolution is news literacy. This mini news literacy course includes two three-hour sessions that will teach anyone to become a more critical consumer of news.

What does it mean to be media literate in today’s world? How are we transformed by the many media infrastructures around us? We are immersed in a world mediated by information and communication technologies (ICTs). From hardware like smartphones, smartwatches, and home assistants to software like Facebook, Instagram, Twitter, and Snapchat, our lives have become a complex, interconnected network of relations. Scholarship on media literacy has tended to focus on developing the skills to access, analyze, evaluate, and create media messages without considering or weighing the impact of the technological medium—how it enables and constrains both messages and media users. Additionally, there is often little attention paid to the broader context of interrelations which affect our engagement with media technologies.

This book addresses these issues by providing a transdisciplinary method that allows for both practical and theoretical analyses of media investigations. Informed by postphenomenology, media ecology, philosophical posthumanism, and complexity theory the author proposes both a framework and a pragmatic instrument for understanding the multiplicity of relations that all contribute to how we affect—and are affected by—our relations with media technology. The author argues persuasively that the increased awareness provided by this posthuman approach affords us a greater chance for reclaiming some of our agency and provides a sound foundation upon which we can then judge our media relations. This book will be an indispensable tool for educators in media literacy and media studies, as well as academics in philosophy of technology, media and communication studies, and the post-humanities.

When we come across a graph, a chart, or an infographic, how do we know if it is telling the truth? Often, numbers and data convey an authority that is hard to dispute, especially when they are arranged visually in a compelling way. Yet, data, in the ways it is gathered and shared, can be misrepresented and portray a slanted reality rather than a more accurate depiction.

This workshop introduces the concept of data literacy, or the ability to comprehend and interpret data, as a method of cultivating a critical mindset towards representations of information. Participants will learn how to discern misleading data visualizations and collaborate with others in developing strategies for analyzing data that is more accurate and useful. All consumers of information, especially undergraduate students, are encouraged to attend.

By the end of this workshop, participants will be able to:

* Understand what data is and how it is used for rhetorical, commercial, and political purposes

* Identify errors and discrepancies in how data is produced and represented

* Engage with data visualizations in multiple contexts with a healthy degree of skepticism

* Communicate their interpretations of data with their peers

Short Description:
Social media, digital devices, and networked communication systems have become fully integrated into our everyday living experience. This e-book touches upon the human experience of contemporary trends that affect how we perceive ourselves, others, and society.

Long Description:
Authored as a companion to COMM601 Trends in Digital & Social Media, Granite State College (USNH), Concord, NH.

Word Count: 25859

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Understanding Media and Culture: An Introduction to Mass Communication, will support an engaging and interesting course experience for students that will not only show them the powerful social, political and economic forces will affect the future of media technology, but will challenge students to do their part in shaping that future. For questions about this textbook please contact textbookuse@umn.edu

(Description from author) This is an unabashedly practical guide for the student fact-checker. It supplements generic information literacy with the specific web-based techniques that can get you closer to the truth on the web more quickly.

We will show you how to use date filters to find the source of viral content, how to assess the reputation of a scientific journal in less than five seconds, and how to see if a tweet is really from the famous person you think it is or from an impostor.

We’ll show you how to find pages that have been deleted, figure out who paid for the web site you’re looking at, and whether the weather portrayed in that viral video actual matches the weather in that location on that day. We’ll show you how to check a Wikipedia page for recent vandalism, and how to search the text of almost any printed book to verify a quote. We’ll teach you to parse URLs and scan search result blurbs so that you are more likely to get to the right result on the first click. And we’ll show you how to avoid baking confirmation bias into your search terms.