The demise of TV news – Can we spot fake from the fact?
Today I was listening to my new favourite, non-educational podcast called The High Low, an amusing and wonderful weekly pop culture podcast by Dolly Alderton & Pandora Sykes. Not surprisingly it highlighted something rather interesting, which although I teach the concept of “Fake News” and “Digital Literacy” to a range of year groups, the immediacy and importance of why I teach it set in. In addition, why actually EVERY teacher should be teaching it.
Ofcom found in their annual review that
“The internet is the second most popular platform for news at 66%, followed by radio at 43% and newspapers at 38%.”
with this in mind, never has it been more important to ensure that digital literacy is a core part of the curriculum, embedded not only into the traditional “computer science” or “ICT” lessons but across all curriculum areas.
Although in the UK television news is still the highest ranking form of information for this category, across the globe many expats such as myself do not watch traditional television at all, relying on news apps and catch up television. This would be a similar context for the 1000+ students and their families in my school and undoubtably the 1000’s of others in many other schools in the region.
Why should everyone be teaching it? Because it is relevant to anything where students need to research, where they need to fact find, gather statistics, read reviews… I could go on for days. As the internet is the second most popular source of new based information, we need to teach students the skills to find accurate information, segregate the fact and opinion, teaching students to not rely on just one source. Otherwise we are left with the playground scenario of “he said, she said” and miss communication.
“Six in ten older children aged 12-15 claim to be interested in news. Three quarters (76%) said they read, watched or listened to news at least once a week.”
this is not surprising with the politics being such a heavy topic, the younger generations want to have a voice and to understand how they can change their future. So how as educators can we support this, making it relevant to those who really need it.
Last year I developed a “Fake News” project in my school with our year 6 students. I felt that across the curriculum they had been able to grasp a range of key understandings linked to Fake News having done some work using Common Sense Media Lessons as well as Google’s BeInternetAwesome. I felt that students needed to really go deeper with their understanding and be curators.
The aim of the project was to try and trick their peers into thinking a real new story was a fake and that their fake was real.
Task: Find two news stories and present them using green screen and iMovie on a new TV channel, you must also have a third story which has been written and developed by you and your team.
Students were given 4 weeks (1 hour per week in their Computer Science lesson) to develop their news show using their iPad. They were give a green wall, a planning document using Numbers, this was to plan their script, share with me where they found their stories as well as put together a story board.
Side note: at the time the brilliant addition to iMovie was not on the iPad, so students had to record and send videos to my iPad and other teachers who were willing to share to be able to use the DoInk App, which has been fantastic for us in so many projects pre-iMovie green screen. A brilliant addition to any school if you do not have the iPad.
So off they would go each lesson to develop, create and inspire one another with their ideas, slowly piecing together their stories, using GarageBand to make intro music, iMovie to add frames and transitions, mixing sound levels and editing.
And in the end…
We had a showcase, all of the students shared their work with the classes, the classes had to work out which was real and which was fake. I even sent them on to a friend who works for Sky News to have a look at.
Why was this so important and why did they have so much fun?
They were able to be creative, to showcase their idea of real news, I allowed them to option to be deceptive and truly try to curate believable fake news stories. They were excited, they had by in, they became journalists, musicians, editors and so much more. Most of all, they had a real life audience to give them peer to peer feedback on what they did, most impressively to them was that some fake news was believable.
A project which I hope will stay with them for a long time, I hope they will use the skills they have developed as well as trigger and question when they see news now which they are unsure of.
- Give projects meaning, an audience who will see it at the end will help this, even if it is just their own class
- Use small groups if you have the devices, if not get students to make a whole TV show, interviews, News, Weather – this way you can incorporate history, geography, maths, science, and so many more.
- Make it relevant to what they are learning, and why they are learning it
- Give them choices
If you haven’t tried out the new version of iMovie with GreenScreen, click here to find out more.