2 Types of Information, Misinformation, and Disinformation

Every day we encounter information in multiple settings and formats. The Internet in particular presents us with a mountain of information that can easily overwhelm us. Not only is there more information than anyone can possibly sort through, some of it can be false or misleading. The resources in this chapter will explain several types of misinformation and disinformation as well as provide a method for evaluating information sources.

Lesson: Types of Misinformation and Disinformation

Introduction

This lesson focuses on evaluating content to identify misinformation and fake information. While intended for primarily internet research, this strategy will also transfer to everyday life to assist students in assessing information they encounter.

Target Audience

Grade 12, but this strategy could be introduced in grade 10 and reviewed in grade 11.

Learning Objectives

• Students will be able to identify and analyze explicit and implicit messages, viewpoints, and concepts
• Students will be able to identify the ways in which a text’s organizational structure and elements support or confound its purpose
• Students will be able to evaluate accuracy, credibility, logic, and usefulness of ideas and information presented
• Students will be able to monitor gathered information and assess for gaps or weaknesses
• Students will be able to identify reasonable conclusions based on the analysis and interpretation of information
• Students will use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility

Outcomes

This lesson supports the indicators of ELA outcome CC 10/20/30.4 and the knowledge practices of ARCL Frames Research as Inquiry and Authority is Constructed and Contextual.

Instructions

There are two videos for this lesson. The first video and activities are optional, but the second will work best as an introduction to misinformation and pairs well with the CRAAP videos in the following chapter.

Optional video: The History of Misinformation

Video summary: This video (7.26 min) defines misinformation and disinformation and provides historical examples of misinformation and disinformation campaigns. Key historical examples include hoaxes, yellow journalism, tabloids, and moral panics.

Note: We understand that everyone comes from different areas and holds individual values and morals. As such, we keep suggested activities as politically and socially neutral as possible. That being said, you know your community and students best and we encourage you to bring your own misinformation examples into the discussion as you see fit.

Lesson Ideas

• One class (approximately 50 minutes):
  • Opening discussion introducing topic
    • Questions to consider:
      • How much misinformation, fake news, etc. do we see on a daily basis?
      • How do we identify fake news and misinformation? What strategies do students use in their day to day life? (opinions will vary – some students may not have strategies at all)
      • Is fake news a new phenomenon? (opinions will vary)
  • View video
    • Feel free to pause the video to discuss concepts, check knowledge, etc
  • Post viewing debrief
    • Questions to consider:
      • How can we combat misinformation and fake news?
      • Who is responsible to combating misinformation (individuals, government, media companies, etc)?
  • Possible Activities:
    • Whole class: Explore a historical example of misinformation in more detail. This can be one of the examples in the video or other examples from history
    • Whole class or small group: Find a modern example of viral misinformation
      • Hoaxes, celebs mistakenly being reported as deceased, internet and email scams, “viral” dangerous stunts (e.g. Tide pod challenge), and tiktok misinformation work well.
      • Questions to consider:
        • What was the origin of the misinformation?
        • How did it primarily spread?
        • What was the response?
        • Does the misinformation persist?
      • Resources:
        • Snopes.com is a great resource
        • The podcast Stuff You Missed in History Class often covers historical hoaxes
        • Buzzfeed.com often features articles debunking tiktok health claims (note: these tend to be health based and could make some students uncomfortable, so use your professional discretion)
  • Concluding Discussion / Formative Assessment

Video 1: Types of Misinformation

This video and lesson is beneficial for ELA 10/20/30 as an introduction to looking for information online. It could be included prior to introducing:

• ELA 10B problem-solution essay
• ELA 20 persuasive essay
• ELA 20 editorial
• ELA B30 position paper
• ELA A30 editorial

Video Summary: This video (12.54 min) goes over the multiple types of misinformation and disinformation that are commonly encountered through online platforms. Many of the examples are geared towards misinformation through news media, but also includes examples of misinformation through social media.

Note: We understand that everyone comes from different areas and holds individual values and morals. As such, we keep suggested activities as politically and socially neutral as possible. That being said, you know your community and students best and we encourage you to bring your own misinformation examples into the discussion as you see fit.

Lesson Ideas

• One class (approximately 50 minutes)
  • Opening Discussion
    • Could there be types of misinformation? What would they be?
    • Can we categorize types of misinformation?
  • View Video
    • There are assessment questions built into this video
    • Feel free to pause and ask follow-up questions or discussion
  • Activities
    • Individual: What’s in your feed? Have students look for examples of misinformation in their social media feeds.
      • Bonus: Have students play misinformation bingo. First student to find a line by looking at their social media feeds get a prize!
      • Bonus: Best of the worst. Have a competition for worst information. Could be narrowed to “Most misleading” or “Best clickbait”
  • Closing Discussion
    • What are the worst types of misinformation? Why?
    • What are the “sneaky” types of misinformation?
    • What are some possible rules or tips we can use to identify misinformation?