Keeping It Real- Topic 2 Reflection

Topic 2 Reflection
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Introduction

I found this week’s topic very engaging, as fake news is an ongoing issue that many online users face. As a result, I commented on three blog posts this week. This furthered my learning, providing a solid understanding on detection, prevention and awareness of fake news.

Media Literacy + Fake News Evaluation

The discussion with Tewsdae made me aware of how information is distributed online. We identified how fake information can affect individuals, especially when social platforms play a ‘distributor’ role (Fox, 2018).

Moreover, statistics show that users have little belief in news shared online by their peers and relatives (Statista, 2018). 61% of participants in this survey had ‘little trust’, which is alarming. We should be able to trust most information sources we find online. If this is not the case, who can we actually trust?

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How much do you trust news that your friends and family share on Facebook? (Statista, 2018)

Furthermore, Lakshay’s post introduced a new perspective of fake news, as individuals align their sentiments with facts to believe information. With filter bubbles, algorithms do not differentiate information. This creates a small, restricted network. Therefore, we should consider how information can evolve on social media, by adapting algorithms to minimise bias (Youtube, 2017).

In addition, the discussion with Nathaniel looked at the younger generation, and their association with fake news. I learnt that educational games exist, helping children to identify fake sources (BBC, 2018).

However, I believe this should be integrated into primary and secondary learning, enforcing the online dangers early on (Kershaw, 2018). Therefore, the risk of believing fake news is significantly reduced.

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Conclusion

In conclusion, the effect of completely removing fake news will be drastic on social media, affecting site functionality (Coren, 2017). Therefore, tools are available online for authenticating information. I believe we need to encourage this, to minimise fake news beliefs. However, are we certain that these tools are not fake?

Word Count: 302

Comments

Comment on Tewsdae’s Post

Comment on Lakshay’s Post

Comment on Nathaniel’s Post

References

Fox, M. (2018). Fake news spreads further, faster on social media. Euronews. [online] Available at: http://www.euronews.com/2018/03/08/fake-news-lies-spread-faster-social-media-truth-does-n854896 [Accessed 17 Mar. 2018].

Statista. (2018). How much do you trust news that your friends and family share on Facebook?. [online] Available at: https://www.statista.com/statistics/652584/trust-facebook-news-usa/ [Accessed 17 Mar. 2018].

YouTube. (2017). Fact Checking in a Fast-Paced Social Media Driven World | Linda Beck | TEDxHarrisburg. [online] Available at: https://www.youtube.com/watch?v=Im6X5F8nQAI [Accessed 17 Mar. 2018].

BBC (2018). BBC takes ‘fake news’ battle global as interactive game launched in UK. [online] Available at: http://www.bbc.co.uk/mediacentre/latestnews/2018/school-report-fake-news [Accessed 17 Mar. 2018].

Kershaw, A. (2018). School children ‘should be taught to recognise fake news’. Independent. [online] Available at: http://www.independent.co.uk/news/uk/home-news/school-children-taught-recognise-fake-news-donald-trump-andreas-schleicher-a7636251.html [Accessed 17 Mar. 2018].

Coren, M. (2017). Ending fake news means changing how Wall Street values Facebook and Twitter. Quartz. [online] Available at: https://qz.com/1099581/blame-wall-street-for-fake-news/ [Accessed 17 Mar. 2018].

Checkmate. (Check Your Sources, Mate) – Topic 2

Introduction

The mountains are yearning. (1)

We live in a world where information is available 24/7. Information can be obtained through learning networks, online and physical resources (FutureLearn, 2017). However, the challenge lies in constructing a consistent method for analysing authenticity of information.

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Click on Image to View Video (Created by Chloe Cheung Using PowToon)

Media Literacy

I believe media literacy is significant to our learning, especially when we need to practice the different techniques required to analyse and process information (Thoman & Jolls, 2008).

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Information That Is Searched On the Internet By A Range of Users (Ofcom, 2017)

The rise in ‘fake news’ can be alarming, especially when individuals cannot distinguish genuine information from fabricated content. From my experience, I immediately know that sites like The Onion are satirical. Therefore, I take information with a pinch of salt. However, individuals may misinterpret the information, as it sounds realistic (Fife, 2016).

Design Thinking
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Fake News 

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Created By Chloe Cheung Using Venngage

Compare and Contrast

Arguably, media and information literacy are similar. Expanding our network is useful for enhancing knowledge. However, online presence can be dangerous. Users may forge identities to ‘catfish’, tricking individuals to believe their fake profile (Seidman, 2014).

To prevent my personal information being used for ‘fake profiling’, my network connections on platforms such as LinkedIn and Facebook are with trusted peers. Otherwise, individuals may not be able to distinguish the ‘real’ me and the reliability of my information.

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Ultimately, literacy skills depends on digital differences. I believe age is a setback. The ‘Net Generation’ have more experience on the Web. Therefore, their ability to identify fake information should be better compared to the older generation (Jones et al, 2010).

How to Find Trustworthy Sources?

Authenticity of information can be guaranteed using online tools. Through the MOOC, I learnt a variety of useful methods.

FYF
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Conclusion

‘Checkmate’. Not in chess terms, but ‘check, mate’. Check the sources thoroughly. Discussions with my peers on the MOOC has highlighted the importance of analysing sources. This is a learning curve individuals should not forget.

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Participation in the MOOC, Explaining My Own Experience With Online Tools
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Discussion on How To Analyse a Fake News Article

Word Count: 304

References

FutureLearn. (2017). Information Literacy – Learning in the Network Age – University of Southampton. [online] Available at: https://www.futurelearn.com/courses/learning-network-age/4/steps/303354 [Accessed 7 Mar. 2018].

Online Information – Reliability. (2018). Directed by C. Cheung. United Kingdom: PowToon. Available at: https://www.powtoon.com/embed/dZWKwZVdWIM/ [Accessed 7 Mar. 2018]

FutureLearn. (2017). Media Literacy – Learning in the Network Age – University of Southampton. [online] Available at: https://www.futurelearn.com/courses/learning-network-age/4/steps/303353 [Accessed 7 Mar. 2018].

Information Literacy Competency Standards for Higher Education. (2000). [online] Chicago: American Library Association, pp.2-15. Available at: https://alair.ala.org/handle/11213/7668 [Accessed 7 Mar. 2018].

Thoman, E. and Jolls, T., 2008. Literacy for the 21st Century: An Overview and Orientation Guide to Media Literacy Education. Theory CML MedicaLit Kit. Center for Media Literacy. Avaialable at: http://medialit.org/sites/default/files/01a_mlkorientation_rev2.pdf [Accessed 7 Mar. 2018].

Ofcom (2017). Adults’ media use and attitudes. [online] Ofcom, p.99. Available at: https://www.ofcom.org.uk/__data/assets/pdf_file/0020/102755/adults-media-use-attitudes-2017.pdf [Accessed 8 Mar. 2018].

Fife, J., 2016. Peeling The Onion: Satire and the Complexity of Audience Response. Rhetoric Review35(4), pp.322-334. Available at: https://www.tandfonline.com/doi/abs/10.1080/07350198.2016.1215000 [Accessed 7 Mar. 2018].

Trevisan, F. (2018). In Italy, fake news helps populists and far-right triumph. The Conversation. [online] Available at: https://theconversation.com/in-italy-fake-news-helps-populists-and-far-right-triumph-92271 [Accessed 7 Mar. 2018].

Fox, S., & Duggan, M. (2013). Health online 2013. Available at: http://www.pewinternet. org/2013/01/15/health-online-2013/ [Accessed 7 Mar. 2018].

Lober WB., & Flowers JL. Consumer empowerment in health care amid the Internet and social media. Semin Oncol Nurs. 2011 Aug;27(3):169–82. DOI: http://dx.doi.org/10.1016/j.soncn.2011.04.002 [Accessed 7 Mar. 2018].

Dalmer, N.K., 2017. Questioning reliability assessments of health information on social media. Journal of the Medical Library Association: JMLA105(1), p.61. Available at: https://www.tandfonline.com/doi/pdf/10.1080/23311886.2017.1302785?needAccess=true [Accessed 7 Mar. 2018].

Ibrahim, I. (2018). Fake news’ hurts businesses and economy, say trade groups. Yahoo News. [online] Available at: https://sg.news.yahoo.com/fake-news-hurts-businesses-economy-trade-groups-231900328.html [Accessed 7 Mar. 2018].

Quinn, B. (2017). Russia is biggest culprit of spreading fake news, says survey of UK social media users. [online] Available at: https://www.theguardian.com/media/2017/dec/31/fake-news-survey-russia-main-culprit-uk-social-media-users [Accessed 7 Mar. 2018].

Koohikamali, M. and Sidorova, A., 2017. Information Re-Sharing on Social Network Sites in the Age of Fake News. Informing Science: The International Journal of an Emerging Transdiscipline20, pp.215-235. Available at: http://www.inform.nu/Articles/Vol20/ISJv20p215-235Koohikamali3604.pdf [Accessed 7 Mar. 2018].

Seidman, G. (2014). Can You Really Trust the People You Meet Online?. Psychology Today. [online] Available at: https://www.psychologytoday.com/blog/close-encounters/201407/can-you-really-trust-the-people-you-meet-online [Accessed 7 Mar. 2018].

Jones, C., Ramanau, R., Cross, S. and Healing, G. (2010). Net generation or Digital Natives: Is there a distinct new generation entering university?. Computers & Education, [online] 54(3), pp.722-732. Available at: https://www.sciencedirect.com/science/article/pii/S0360131509002620 [Accessed 7 Mar. 2018].