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Think Twice: Responsible Use of Social Media

Secondary, Middle

Description

The lesson has students to consider the importance of credible news sources and teaches them how to stay better informed by developing strategies for identifying accurate reports. It highlights the changes that have taken place in traditional news reporting, the growing number of different media platforms, the erosion of journalistic standards and the need to be able to recognize disinformation and bias.

The lesson begins with having class members share recent news items they have seen or heard, what attracted them to these reports and why they feel it is important to be well informed.

This activity is followed by a “media reflection’ exercise in which students examine examples of the various types of media, and how each type can influence the way a message is perceived.  Working individually, students investigate the advantages, disadvantages, strengths and weaknesses of the different formats.  Special emphasis is placed on the credibility and polarization in social media posts. 

Having recognized the importance of being informed and the variety of news sources available, deciding where to go for credible information is important. Following a class discussion introducing key considerations when choosing news sources (journalistic standards, evidence of misinformation, disinformation, bias), students take part in an “Understanding Bias” activity in which they look to find evidence of bias in different forms of media and consider the consequences.

As a culminating activity, each student will produce a list of 3 useful questions to ask when looking at news content to determine its validity.

General Assessment

What skills does this resource explicitly teach?

The lesson teaches students to recognize the accuracy of information and bias intent found in different media types.  Students will become better informed consumers of information. 

Strengths

  • the lesson is highly relevant to the lives of students
  • it teaches valuable skills to address an important issue
  • optional activity strategies are provided 
  • the information and examples provided are current
  • the lesson activities are engaging
  • helpful tools are included to support student learning

Recommendation of how and where to use it

This lesson will support outcomes relating to media literacy and ethical standards in Media Studies, Journalism, and Language Arts programs. 

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Comprehend and respond personally and critically to oral, print, and other media texts
  • British Columbia
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Literary Studies 10: Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens
        • New Media 10: Digital citizens have rights and responsibilities in an increasingly globalized society.
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Literary Studies 11: Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
        • New Media 11: Digital citizenship requires both knowledge of digital technology and awareness of its impact on individuals and society
    • Grade 12
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • New Media !2: Digital citizens have rights and responsibilities in an increasingly globalized society.
  • Manitoba
  • New Brunswick
  • Newfoundland & Labrador
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Literary Studies 10: Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens
        • New Media 10: Digital citizens have rights and responsibilities in an increasingly globalized society.
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Literary Studies 11: Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
        • New Media 11: Digital citizenship requires both knowledge of digital technology and awareness of its impact on individuals and society
    • Grade 12
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English Studies 12: Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
        • New Media !2: Digital citizens have rights and responsibilities in an increasingly globalized society.
  • Nova Scotia
  • Nunavut
  • Ontario
  • Quebec
  • Saskatchewan
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Literary Studies 10: Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens
        • New Media 10: Digital citizens have rights and responsibilities in an increasingly globalized society.
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Literary Studies 11: Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
        • New Media 11: Digital citizenship requires both knowledge of digital technology and awareness of its impact on individuals and society
    • Grade 12
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • New Media !2: Digital citizens have rights and responsibilities in an increasingly globalized society.

Themes Addressed

Citizenship (1)

  • Media

Economics (1)

  • Corporate Social Responsibility

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

The lesson focuses students' attention on bias in the media and teaches them how to detect it. 

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Poor/Not considered

The lesson does not examine the interplay of these dimensions.  However examples of illstrating the influence that social media can have on presenting the role of the environment or society or economy in a controversy could be included. 

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good

Navigating today's media landscape with the growth in social media platforms combined with the decline in journalistic standards and traditional news sources makes clear the complexity of the challenge in ensuring an infomed public. 

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Poor/Not considered

The lesson does not include an action project.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Good

Opportunities are provided in the inroduction and following each activity for students to discuss, share ideas and express their understanding of the issues. 

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Poor/Not considered

not considered given the lesson core objectives

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Poor/Not considered

not considered given the lesson intent

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Very Good

The relevance of social media to the lives of students cannot be overstated.  As they look critically at the different sources of online information, many of which they use themselves, students will appreciate the important skills the lesson is teaching.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good

The lesson does a good job describing the decline over time in the number of traditional news sources and the increase of social media platforms as prefered sources of information. This is creating concerns now and for the future over the spreading of misinformation and its effect on an informed citizenry. 

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

All of the data and information made available to the students are taken from actual media posts.  The questions guiding the activities are open-ended and aimed at allowing students to form their own conclusions. 

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Satisfactory

The resource will have application in English Language Arts, Media Studies and Journalism courses. 

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good

Students are guided through activities designed to help them uncover how different media sources report the same stories for different audiences.  They use this analysis to come up with strategies or questions they can rely on to guide their search for accurate news sources. 

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

This investigation of the media landscape is supported with an impressive collection of current examples and data presented in a variety of visual and written and auditory formats.  Teachers are provided with suggestions for alternate activity strategies if needed along with organizers and guides to designed to assist student learning. 

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Satisfactory

While their critical analysis of the media landscape is a highly relevant learning experience, the lesson's emphasis is on aquiring knowledge and skills and does not include applying them. 

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Learning activities take place in both small and whole group settings.   

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Satisfactory

Discussion guides and tables in which students record analysis and answers to specific questions can be collected as a means guaging student understanding.  

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Very Good

Students are provided with actual reports and posts from today's main social media outlets to compare their reporting of the same issue or event.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Good

Each activity includes an 'if you have more time' component that provides opportunities for extending the learing.  

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

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