scholarly journals The Credibility Game

2020 ◽  
Vol 82 (8) ◽  
pp. 535-541
Author(s):  
Douglas Allchin
Keyword(s):  
Media Literacy ◽  
Science Communication ◽  
16Th Century ◽  
Scientific Controversy ◽  
Student Centered ◽  
Good Science ◽  
News Stories ◽  
Science Media ◽  
Basic Concepts ◽  
False News

Science denial, misinformation, and science con-artists are on the rise. We are plagued by anti-vaxxers, climate change naysayers, and promoters of ineffective fad diets and medical cures. The scientifically literate citizen or consumer needs skills in differentiating good science and trustworthy sources from impostors. Here, I present a series of student-centered activities that help students inquire into the nature of credibility and the problems of expertise, mediated knowledge, and science communication. I open with a playful guessing game about “fantastic beasts” reported in the 16th century, then follow with more modern examples. I then describe a science version of “To Tell the Truth,” a reflective exercise on “Finding the Expert,” and then a student opportunity to explore deceptive strategies by trying to bluff their classmates with false news stories about science. These all develop basic concepts in science media literacy and prepare students for more serious investigation into a contemporary scientific controversy.

scholarly journals Advancing children’s news media literacy: learning from the practices and experiences of young Australians

2018 ◽  
Vol 41 (5) ◽  
pp. 689-707
Author(s):  
Tanya Notley ◽  
Michael Dezuanni
Keyword(s):  
Social Media ◽  
Media Literacy ◽  
News Media ◽  
Social Impact ◽  
Literacy Learning ◽  
Literacy Education ◽  
Fake News ◽  
News Stories ◽  
Media Literacy Education ◽  
Nationally Representative

Social media use has redefined the production, experience and consumption of news media. These changes have made verifying and trusting news content more complicated and this has led to a number of recent flashpoints for claims and counter-claims of ‘fake news’ at critical moments during elections, natural disasters and acts of terrorism. Concerns regarding the actual and potential social impact of fake news led us to carry out the first nationally representative survey of young Australians’ news practices and experiences. Our analysis finds that while social media is one of young people’s preferred sources of news, they are not confident about spotting fake news online and many rarely or never check the source of news stories. Our findings raise important questions regarding the need for news media literacy education – both in schools and in the home. Therefore, we consider the historical development of news media literacy education and critique the relevance of dominant frameworks and pedagogies currently in use. We find that news media has become neglected in media literacy education in Australia over the past three decades, and we propose that current media literacy frameworks and pedagogies in use need to be rethought for the digital age.

scholarly journals Infodemics: Do healthcare professionals detect corona-related false news stories better than students?

2020 ◽  
Author(s):  
Sven Gruener ◽  
Felix Krüger
Keyword(s):  
Healthcare Professionals ◽  
Economic Consequences ◽  
West Germany ◽  
Minor Role ◽  
Health Consequences ◽  
News Stories ◽  
Analytical Thinking ◽  
Welfare Losses ◽  
False News ◽  
A Minor

False news stories cause welfare losses and fatal health consequences. To limit its dissemination, it is essential to know what determines the ability to distinguish between true and false news stories. In our experimental study, we present the subjects corona-related stories taken from the media from various categories (e.g. social isolation, economic consequences, direct health consequences, and “bullshit”). The task is to evaluate the stories as true or false. Besides students with and without healthcare background, we recruit healthcare professionals to increase the external validity of our study. Our main findings are: (i) Healthcare professionals perform similar to students in correctly distinguishing between true and false news stories. (ii) The propensity to engage in analytical thinking and actively open-minded thinking is positively associated with the ability to distinguish between true and false. (iii) We find that the residence of the subjects (East- or West-Germany) plays only a minor role. (iv) If narratives contradict the content of a story, subjects tend to think that the stories are wrong.

scholarly journals The 2016 Amatrice seismic sequence in the Media

2016 ◽  
Vol 59 ◽  
Author(s):  
Gemma Musacchio ◽  
Giovanna Piangiamaore
Keyword(s):  
Risk Reduction ◽  
Public Engagement ◽  
Science Communication ◽  
Main Shock ◽  
Active Part ◽  
Seismic Sequence ◽  
News Stories ◽  
Media Agenda ◽  
First Results ◽  
The Media

<p><em>Media's </em><em>power in setting the public’s agenda for discussion can affect </em><em>perception and debate upon disasters. </em><em></em></p><p><em>In the frame of a dialogical approach to science communication, </em><em>we challenge here the paradigm for which issues that experts considered valuable are not in the Media's agenda. We studied the way Media addressed the Amatrice 2016 sequence and</em><em> discuss story-telling. Specific indicators were analyzed to assess to what extent the scientific coverage, risk reduction and damage issues are covered. </em><em></em></p><p><em>First results show that Media do think valuable to provide public with an in-depth </em><em>scientific coverage and refers to authoritative sources. As time goes by and aftershocks Magnitude decreases a more reflexive thinking is triggered; news stories include more risk reduction indicators than damage. Although memory of past earthquakes is always part of the story one month after the main shock risk reduction disappear from the media agenda. </em></p><p><em>We also explored the level of public engagement in risk reduction and found out that</em><em> Media still seem not believe that citizens should be active part of the debate upon their own safety.</em></p>

A Recap

2017 ◽  
Author(s):  
Joseph Hilgard ◽  
Nan Li
Keyword(s):  
Scientific Knowledge ◽  
Science Communication ◽  
Scientific Information ◽  
The Public ◽  
Science Of Science ◽  
Cultural Implications ◽  
Science Media

This synthesis chapter recapitulates the major themes of Part I. The chapter proposes that science communication is challenging because science is complex, because humans interpret evidence in biased ways, and because the science–media landscape is shifting. Consequently, the mere supply of scientific information alone is not likely to guide audiences to science-consistent beliefs. Instead, science communicators must learn to navigate both the cultural implications of their work and the heuristics audiences use when deciding whom to trust. Consideration must be given to scientific knowledge and the audience’s values alike. A science of science communication provides an understanding of these multiple considerations and promotes effective dialogue between scientists and the public.

Teachers and Technology

2011 ◽  
pp. 452-468 ◽  
Author(s):  
Karen Cadiero-Kaplan
Keyword(s):  
Media Literacy ◽  
Technology Use ◽  
Literacy Development ◽  
Technology Development ◽  
Technological Literacy ◽  
Student Centered ◽  
Use Of Technology ◽  
Portfolio Development ◽  
Literacy Identity ◽  
K 12

This chapter focuses on the pedagogy necessary in critically considering technology development for K-12 teachers and their students’. Three key questions frame this analysis: First, what literacies are necessary in the learning and use of technology? Second, what methods or processes are most effective in developing and implementing such technological literacy? Third, how do teachers best develop skills in using computers which ultimately ensure the development of skills and knowledge for students in classrooms? The chapter will illustrate, through the author’s work in professional development settings, pedagogical techniques and strategies that have been implemented successfully in building capacity among new and experienced teachers in using technology for lesson planning, teaching enhancement, and portfolio development. Finally, Pailliotet and Mosenthal’s (2000) four “I’s” of media literacy—identity, intermediality, issues, and innovations—are utilized to analyze the case studies and provide a framework for implementing student-centered processes for technology use and literacy development.

Spiritualism and the Resurgence of Fake News

2020 ◽  
pp. 222-237
Author(s):  
Kristy A. Hesketh
Keyword(s):  
Social Media ◽  
Mass Media ◽  
Fake News ◽  
News Stories ◽  
News Reports ◽  
The World ◽  
Spirit World ◽  
Social Media Platforms ◽  
Media Platform ◽  
False News

This chapter explores the Spiritualist movement and its rapid growth due to the formation of mass media and compares these events with the current rise of fake news in the mass media. The technology of cheaper publications created a media platform that featured stories about Spiritualist mediums and communications with the spirit world. These articles were published in newspapers next to regular news creating a blurred line between real and hoax news stories. Laws were later created to address instances of fraud that occurred in the medium industry. Today, social media platforms provide a similar vessel for the spread of fake news. Online fake news is published alongside legitimate news reports leaving readers unable to differentiate between real and fake articles. Around the world countries are actioning initiatives to address the proliferation of false news to prevent the spread of misinformation. This chapter compares the parallels between these events, how hoaxes and fake news begin and spread, and examines the measures governments are taking to curb the growth of misinformation.

scholarly journals MOVING BEYOND THE BOUNDARIES OF ENGINEERING COMMUNICATION: TEACHING MEDIA SAVVINESS TO ENGINEERING STUDENTS

2018 ◽  
Author(s):  
Alan Chong
Keyword(s):  
Media Literacy ◽  
Science Communication ◽  
Engineering Students ◽  
Theoretical Foundation ◽  
Popular Science ◽  
The Public ◽  
Engineering Communication ◽  
High Profile ◽  
Positive Learning Environment ◽  
Elective Course

Abstract – Engineering communication is most frequently thought of and taught as technical communication for academic and industrial purposes, and considered best taught in deeply integrated and discipline specific contexts. While productive, this focus neglects an increasingly important aspect of the communication many engineers will need to do in their careers – communication with and to the public. This paper describes an elective course for undergraduate engineers designed to fill this gap through a media literacy approach, developing a theoretical foundation for popular science communication and applying it to various high profile case studies. This approach has been effective in developing a positive learning environment within a small seminar classroom and engaging students on the topic of how their work is communicated to non-expert audiences.  

scholarly journals Our findings, my method: Framing science in televised interviews

2016 ◽  
Vol 26 (8) ◽  
pp. 986-1002 ◽  
Author(s):  
Rony Armon ◽  
Ayelet Baram-Tsabari
Keyword(s):  
News Media ◽  
Science Communication ◽  
Expert Advice ◽  
Erving Goffman ◽  
The Public ◽  
News Stories ◽  
Current Affairs ◽  
Personal Accounts ◽  
News Interview ◽  
A Current

The public communication of science and technology largely depends on their framing in the news media, but scientists’ role in this process has only been explored indirectly. This study focuses on storied accounts told by scientists when asked to present their research or provide expert advice in the course of a news interview. A total of 150 items from a current affairs talk show broadcast in the Israeli media were explored through a methodology combining narrative and conversation analysis. Using the concept of framing as originally proposed by Erving Goffman, we show that researchers use personal accounts as a way of reframing news stories introduced by the program hosts. Elements of method and rationale, which are usually considered technical and are shunned in journalistic reports, emerged as a crucial element in the accounts that experts themselves provided. The implications for framing research and science communication training are discussed.

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