Students Identify Disinformation Using Stanford’s COR Method: Coronavirus, Fact Checking & Lateral Reading

Recently our high school media specialist, Ann Kaste, taught all Minnetonka High School ninth grade students Stanford's Civics Online Reasoning method for fact checking information. This is a newer, research proven strategy for discerning fake news. The core principle behind the method is to teach students to think like professional fact checkers.  Stanford discovered that readers practicing COR techniques were much more likely to quickly know what is false or misleading online. Rather than doing ‘close reading’ on a single webpage to examine elements such as the title, quality of the site, layout, name of the website URL, etc., readers practicing COR quickly begin opening up other browser tabs to fact check information and background of the content from several sources.  This method is called ‘Lateral Reading’. Readers using COR were much more likely than academic scholars to quickly and accurately determine the legitimacy of the information on a website. 

Ann began the lesson with a pre survey on a Google Form asking students to identify why it is important to be able to discern factual information online. One student explained why it was important to identify real from false information in this way: 

“It will help us build a more informed population that can make decisions for themselves without influence from others telling them what to think. It also makes the truth more clear so we don’t need to question whether something is true or false.”

Once students understood and expressed the importance of learning these skills, Ann explained and demonstrated the COR method. She showed the students some screenshots of real coronavirus Tweets. She modeled how to use the COR method to fact check the information on websites cited in the Tweets. She pointed out that some of this news is actually “bent” from the truth, not outright fake. Ann asked students the 3 COR questions: “Who’s behind the information? What’s the evidence? What do other sources say?”

Although many students may state that they already know how to ask these questions, Ann explained, “We know how to throw a baseball but we need to practice to get better at it.” The students then worked in partners to pick one of over 20 example coronavirus related Tweets and use the COR method to determine fact from fiction. Students quickly began investigating the Tweets using the COR method and then shared their findings with the group.

Having the ability to quickly identify fact from fiction online is a necessary media literacy skill in today’s world. Starting in elementary school and on into high school, our media specialists work to teach students research skills so they will be prepared for the future. This is part of an ever changing and adapting media curriculum that evolves in tandem with core classroom curricula.

Learn more about Minnetonka's Media Program:

• Effective Media Specialists and Programs in Minnetonka
• Design for Learning: MMW Media Center Update
• Media Center Redesign at Minnetonka Middle School West
• Sneak Peek at Two Minnetonka Public School Media Center Summer Remodeling Projects
• 3D Printing in Minnetonka Schools
• KRTS Elementary Student Daily News Show: Kids Run The Station
• More Minnetonka Schools Media Center Remodels
• Minnetonka Elementary Media Centers
• Minnetonka High School Media Center, "The Port"

Elementary Students Focus on a Healthy Balance of Screen Time

It seems like just about every day there are headlines about our use of media and a growing awareness of the need to find a balance. Digital Health and Wellness is moving to the forefront, and it’s great to see that organizations like Common Sense Media are adjusting their digital citizenship curriculum to reflect these changes and new understandings. In each of our elementary schools, media specialists teach students about digital citizenship and use resources from Common Sense Media.

This past year, Common Sense Media revised their grade 3-8 curriculum and it now includes Media Balance & Well-Being. These lessons are designed to have kids reflect on their own media use. Students are encouraged to monitor their emotions when using media and work to figure out what balanced use means. The lessons help students understand the importance of analyzing the quality of the content on their screens and the role it plays in their lives and relationships. (Related: The Difference Between Educational and Entertainment Screen Time)

Recently Scenic Heights Media Specialist Melinda Barry used Common Sense Media's curriculum with her fifth grade students. She also used PearDeck, an interactive tool that allows all students to participate in the lesson, contribute to the learning, and answer questions to share with the instructor and class during the lesson. Students reflected on what makes a healthy media choice. They thought about the media they consume/create, how long, where, and how it fits in to their overall life balance. Students then develop a plan for their media use, such as the one pictured.

Melinda also brought in the use of Apple’s Screen Time tools built into iOS12 and had the students turn on this monitoring tool on their own iPad. She shared her personal Screen Time analytics report to discuss with students, too. At the end of the lesson, students were asked to describe what they would tell a classmate who was absent that day. This closing activity works as a way for the teacher to check the students' understanding of the lesson. As you can see from some of the students’ responses pictured below, they learned a lot!

Elementary school is a great time to start these conversations and equip students with the skills of self awareness and regulation of their media use. Hopefully as they get older they will be more aware of media’s role in their lives. They should also become better users of tools like social media, smart phones, and the internet for personal, educational and entertainment purposes.

Related Posts:

• Preventing Human Downgrading: A Race to the Top for Wellbeing
• One to Watch: Center for Humane Technology- Realign Technology with Humanity's Best Interest
• Your Phone is a Slot Machine Purposely Designed to Be Addictive
• Apple Screen Time a Huge Win for Everyone, Including Parents!
• Parenting in the Digital Age: Finding a Healthy Balance Part I
• Parenting in the Digital Age: Finding a Healthy Balance Part II
• If My Parents Only Knew: My NBC KARE 11 Interview About Kids, Tech & Parenting
• K-12 School Years: The Opportune Time to Learn Digital Balance
• The Digital Media Diet: Differing Types of Entertainment Screen Time
• Best Age for a Kid to Get a Cellphone with Internet Access
• Techcognition in an Attention Economy
• Happy Sweet 16! Now You Can Snapchat. (34% of Parents Don't Allow It Until High School.)
• Five Ways to Raise Digitally Balanced JOMO (Joy of Missing Out) Kids ina FOMO (Fear of Missing Out) World
• New Year's Resolution: 3 Ways to Cut Back on Digital Distractions
• Twitch 101 for Parents & Educators: Watching A Stream of Gamers & More IRL
• What Story Are Your Kids Living Out in Fortnite? The Importance of Avoiding Violent Video Games
• Technology & Relationships- 15 minute interview
• Be Where Your Feet Are: #RealTime with Those Around You
• Tech Free Family Dinners Focused on Gratitude
• Digital Mentors Needed: Distracted Parents Disengaged With Children
• The Difference Between Educational & Entertainment Screen Time
• Just 3 Taps to See Your Total Time of Phone/iPad App Use per Day/Week
• Quick & Easy Cell Phone Web Filtering for Kids (*and limitations)
• Over 1/2 of Parents Keep Digital Devices Out of Kids' Bedrooms Overnight
• Apple iPad/iPhone Guided Access & Restrictions Available for Teachers & Parents
• October 31 Days of Kindness @TonkaSchools #TonkaStrong #KindnessInChalk #WeAreOne
• Minnesota Trends in Social Media, Cyberbullying, and Digital Citizenship
• #DeviceFreeDinner: Will Ferrell PSAs on Common Sense Media
• Parenting with Purpose in the Digital Age... Managing New Devices Received at the Holidays
• How Long is Stuff Really Out There? My Students' 1995 Digital Footprint
• Coming Soon: MiPhone X with a Conscience Helps You T.H.I.N.K. Before You Post
• Can We Autocorrect Humanity? Get Busy Living
• Parenting with Purpose in the Digital Age... It's Complicated
• Parenting in the Digital Age Part 2: How Much Should Parents Snoop?
• Top 10 Tips for Tech Healthy Kids: Raising Digitally Balanced Kids
• Top Tips for Educators to Help Students & Parents with Technology (video)

Effective Media Specialists and Programs in Minnetonka

Last year our media program in Minnetonka was formally reviewed by our School Board. It was the first time a comprehensive review of the media program had been done. Our media department is based on best practices and standards from AASL, ISTE, CSTA, and ITEM. Here is the slideshow from the Board presentation. Our media department co-chairs are Kelli Whiteside and Erin Carcamo.

Future Ready Librarians- source

In Minnetonka, we have one media specialist at each of six elementary schools, one who splits time at both of our middle schools, and one at our high school. Media Specialists at our elementary schools directly instruct students in grades 1-5 each week for about 25 minutes. Our media specialists wear many hats, from teaching to managing the print and electronic resources, providing staff development, being the first stop for technology troubleshooting, to being a building leader. Here is the job description for our media specialists. 

As part of our work last year, we talked about the role of a media specialist and what makes for an effective media specialist in regards to collaboration, instruction, leadership and support. We agreed upon the following:

Collaboration - Collaborating with educators and students to design and teach engaging learning experiences that meet individual needs. Fostering partnerships within the school, District, and broader community.

What should media specialist collaboration look like in Minnetonka?

• Participates actively in a cross district PLC
• Promotes sharing of ideas and programs between media specialists
• Connects with grade levels and departments when they meet as PLCs and as teams to create a cohesive/coordinated instructional plan.
• Advocates for community connections such as partnerships with public libraries to create opportunities for lifelong learning
• Develops a quality library collection - print and digital resources, immersion and English programs, connected to classroom curriculum, quality literature
• Orients towards customer service - supports building efforts in important areas such as testing, assemblies, parent events, etc.
• Asks for feedback - conducts time studies, surveys, etc. to identify strengths and define goals

Instruction - Providing students and staff with instruction and resources that reflect current information needs and anticipate changes in technology and education.

• Digital Citizenship/Internet Safety - Uses Common Sense Media and other instructional resources to teach key concepts
• Media Literacy/Literature Appreciation - Providing access to materials in all formats, including up-to-date, high-quality, varied literature to develop and strengthen a love of reading.
• Technology Operations/Concepts - Instructing students and assisting educators in using, evaluating, and producing information and ideas through active use of broad range of appropriate tools, resources, and information technologies.
• Research/Information Fluency - Instructing students and assisting educators in the knowledge, integration and ethical use of quality research tools, both print and digital as well as develop strategies to evaluate information found online

What should media specialist instruction look like in Minnetonka?

• Initiates opportunities to push into classrooms to teach and co-teach
• Maximizes the media specialist role as teacher - create opportunities to provide direct student instruction
• Covers digital citizenship, literature appreciation, research/inform. fluency and technology skills/concepts
• Leads school and works with district to promote good digital citizenship and educate parents, students and staff (includes Common Sense Media)
• Offers opportunities for students beyond classroom instruction (news broadcasts, book clubs, computer science clubs, collaborative work time with classmates)
• Develops and implements elementary, middle and secondary digital citizenship instruction
• Maximizes the use of District digital tools for instructional purpose (Develops and uses Schoology digital content, integrates iPads, especially 1:1, integrates Google Drive as a teacher and student production/creation tool, seeks to use other online tools to engage students)

Leadership - Providing leadership in the total education program

• Advocacy - Advocating for strong school library programs as essential to meeting local, state and national education goals
• Initiative - Positively approach school and District initiatives and innovations and seek ways to support them

What should media specialist leadership look like in Minnetonka?

• Regularly checks in with building principal(s) to find ways to support building goals and efforts, remembering that principals supervise all teachers.
• Takes initiative and serves as a catalyst for new ideas and effective collaboration (Take initiative!)
• Communicates with parents using effective avenues and have a visible presence whenever possible (PTA/PTO groups, newsletters, curriculum night)
• Connects with District initiatives (For example - coding/computer science, makerspaces, innovation teams, idea hunts)
• Pays attention to and learn about future trends = personalized learning, makerspaces, genrefication, online learning
• “Yes and” versus “No but”
• Maintains a professional social media presence as both producer and consumer (Twitter, LinkedIn, etc.)
• Leads technology initiatives and participates on building and District committees (Technology Committees, Digital Health and Wellness, Innovation, etc.)
• Organizes and leads buildings as they prepare for site visits
• Offers timely professional development and presents to teachers and staff during the school year, at August trainings, and at professional conferences
• Operates flexibly and responds positively to unexpected challenges
• Effectively uses the media budget to purchase materials that support District goals and curriculum

Support

What should media specialist support look like in Minnetonka?

• Manages the physical curriculum including student and teacher materials
• Serves as the liaison between the building and district Technology Department to ensure technology is working smoothly
• Manages the physical library space - keeping it organized and ready for all patrons
• Works with the District office to help order, distribute, and track student and teacher curriculum materials, resources, and technology
  

Learn more about the media program in Minnetonka:

• Design for Learning: MMW Media Center Update
• Media Center Redesign at Minnetonka Middle School West
• Sneak Peek at Two Minnetonka Public School Media Center Summer Remodeling Projects
• 3D Printing in Minnetonka Schools
• KRTS Elementary Student Daily News Show: Kids Run The Station
• More Minnetonka Schools Media Center Remodels
• Minnetonka Elementary Media Centers
• Minnetonka High School Media Center, "The Port"

Orange Frogs: Media Staff’s Critical Role in School Climate

Image Source

Today our district media specialists and paraprofessionals took part in an all day workshop on positivity. The training was based on The Happiness Advantage: The Orange Frog Parable by Shawn Achor. Shawn, a former Harvard researcher, has focused much of his work on positive psychology. He and his staff travel around the world speaking and training on positivity in the workplace.

As our trainer Devin Hughes explained today, happiness is a choice. The Orange Frog story is a parable about the effect that an individual with a positive attitude can have on a workplace. How anyone and everyone chooses to view and react to situations affects both ourselves and those around us.

Research has proven that our mindset matters, and realizing and remembering this fact is important to maintaining a healthy and happy work environment. Read more details about the parable here.

Besides the school principal and perhaps the front office staff, very few other staff in a school interact with as many different employees and students as the media staff do. Media staff in our schools are often the first point of contact for many--staff, students, and parents--whether it is a problem with technology or a research question. Therefore, these individuals have a lot of influence on the overall attitude and school culture. If they choose to interact with positivity, it will have a direct correlation and effect on the climate of the school.

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The workshop was a great reminder of this fact and provided staff with a number of ways to remember that what they THINK and what they DO matter. Staff learned how to lead with positive results and nurture habits which result in an increase in productivity and happiness. (Watch the author's TED Talk below at 11 minutes to hear what these habits are.) This, in turn, has a “ripple effect” that touches others around them. I’m excited to see the effects of this work and how it impacts the environment of our media centers at each school!

Learn more here:

The Orange Frog Book: Spreading a Positive Story About Creating a Happier, More Productive, More Satisfying Life and Workplace.

Why Can’t We All Be Happy at Work? Although scientific support for the bene!ts of happiness is mounting, creating a happy and engaged culture requires a new kind of organizational learning.

• 63 percent of employees worldwide are not engaged in their jobs and an additional 24 percent are actively disengaged.
• “Although we must continue to find solutions to problems, our social scripts must balance this problem-focused approach with a simultaneous focus on creating positive workplace environments and emotions that foster optimal work performance.”
• “If Happiness Is a Business Strategy, Treat It Like One.”

Broadcasting Happiness: The Science of Igniting and Sustaining Positive Change 75% of job success can be predicted from a person’s overall work optimism, positive engagement, and support provision.