Before joining the CyberFair, I didn’t always check the information I received. But after learning about media literacy and helping promote it, I realized how important it is to verify whether news is real or fake. During the summer break, when we first started our project, we visited the NTNU workshop and interviewed Director Liu and Teacher Uni, the co-founder of LAPSEE. Through this interview, we conducted a lot of research, which helped us develop future action plans. These included removing emotional content, recognizing fake images, and understanding people's emotions after reading the news.

Shortly after, we assisted Teacher Uni in a class called "The Multiverse of Three Little Pigs." There, we learned about a different version of the story told by the Big Bad Wolf, and we realized that media literacy can also involve considering different perspectives. Some members of our team promoted media literacy by sharing the alternative version of the story and hosting a debate with the reporter club. Other action plans included creating Scratch games, giving a presentation to teachers about a lesson plan on identifying people's emotions after reading news and removing emotional content from headlines, teaching younger children about media literacy, filming short videos on cyberbullying and fake news, and making awareness posters.

We carried out our action plans, but not all of them were successful. For instance, when we tried to teach second graders about media literacy by reading them a book created by LAPSEE, we found that they didn’t fully understand our questions. We tried to explain the difference between traditional media and new media, and how they relate to their transportation choices. We used Canva to create slides, and we included questions in the middle of the story to help guide the discussion. However, the students didn’t respond much because the questions were too complex. If we have another chance to teach second graders, I will use simpler words and questions to explain the content, and I’ll include more pictures to make it easier for them to understand.

After completing this project, I learned how to give a successful presentation and how to reflect on my presentations to improve them. This project not only made me more confident but also deepened my interest in media literacy. It was a great opportunity for personal growth and for helping change how people at our school engage with online media.

Before I joined the CyberFair Club, I didn’t really pay attention to online fake news or fake images, and I didn’t understand the importance of promoting media literacy. But after joining the club, I realized how important media literacy is. Without it, society would be very confused, and people might start believing everything they see.

After working on our action plan and visiting the Science and Education Museum to promote media literacy, I learned that not everyone uses technology for long periods. During the afternoon session in September, we interacted with a group of students who were very talkative and eager to answer questions. We began with a simple discussion about the story of the wolf and the three little pigs. Then, we talked about a different version of the story and discussed who we thought was at fault. This led to a heated debate about whether the wolf was guilty or not. It was exciting—everyone had strong arguments, and the conversation was full of different perspectives. I really enjoyed it.

This semester, I learned how crucial media literacy is, why we need it, and why it's important to promote it.

Before this project, when I used apps like Instagram, YouTube, and Google, I often came across fake news and would easily believe it. However, after learning about media literacy, I now understand its importance. At first, I didn’t know what media literacy was or why it mattered. We did many activities, such as interviewing teachers at our school, both computer and homeroom teachers. Their insights were very helpful, especially since some teachers were familiar with media literacy while others were not. We also interviewed Teacher Uni and Director Liu, who taught us more about media literacy and gave us valuable suggestions for our action plan.

After attending workshops and volunteering, I’ve learned much more about the topic. My favorite workshop was when we taught kids about media literacy and did fun activities with them. As sixth-grade students, we also teach at our school, but we faced a challenge because the younger students didn’t understand quickly. To address this, we adapted our teaching methods and made the lessons more enjoyable, helping the kids learn about the importance of media literacy.

We also created awareness posters about fake news and cyberbullying to help others understand these issues. This project made me realize how important media literacy is. When we search or use the internet, we need to be careful about encountering fake news. Instead of believing everything we see, we can use tools like the Taiwan FactCheck Center and Line 事實查證 to verify information. If we experience cyberbullying, we can ask for help. These tips help us stay safe and responsible when we’re online.

When we started this project, I didn’t know much about media literacy and had never even heard of it. However, after our first trip, where we interviewed Teacher Uni and Director Liu, I gained some basic knowledge about the topic. After the summer break, we began planning our action plans, which included interviewing people, creating awareness posters, designing Scratch games, writing a book, teaching others, and more. I was responsible for interviewing Ms. Chingsui, making awareness posters, and teaching second grade students. The most memorable part of the project for me was teaching those lessons.

Overall, the project wasn’t a complete success, but it wasn’t a failure either. The students understood the difference between new media and traditional media, but the questions we asked were too complex for their level. As a result, they struggled to understand and answer the questions as we had hoped. Still, some of them were able to respond, which was encouraging. If we had another chance, we would simplify the questions to make them easier for the students to grasp.

Creating the awareness poster was relatively easy, but after that, we had to make two videos and interview random people at school. Interviewing strangers was particularly challenging. It felt awkward, and some people even ignored us. Despite this, the experience helped me develop valuable skills. Through our research, action plans, and field trips, I came to understand what media literacy is and why it’s such an important skill in our lives. It helps us identify fake news, avoid being easily tricked, and protect our personal information.

This project was a significant growth experience for me. When I first joined the group, I wasn’t confident about presenting or speaking in front of people. But after participating in activities like presenting in front of people, I learned to overcome my fear and just go for it. I realized that how you feel affects your performance, so staying positive and confident is crucial.

Before I joined the Cyberfair club, I was often confused by information, which led me to sometimes get wrong or fake information. One day, I learned that there is a club called Cyberfair in our school, and it seemed fun, so I decided to try out for it. I was excited when I got in. In the first class, I was eager to learn about the topic, but when the teacher introduced it, I was shocked. I had never heard of media literacy before, and it felt a little embarrassing. Some students seemed really interested and excited, while others, like me, were unsure. The teacher explained the topic in more detail, and by the end, I was just as excited as the others. This was exactly what I had been missing and what I needed to learn.

For the next half semester, we focused on researching media literacy and planning our visit to NTNU. There, we took a lesson and met Teacher Uni, who we had been learning about for over a month. We also met Director Liu and conducted research on her. We played games and watched a documentary about media literacy. We interviewed both of them and asked questions that would help us promote media literacy. These lessons were inspiring, and we learned more about the importance of media literacy.

Next, we continued to plan for the Cyberfair lessons. I was happy to be part of something so important. Everyone was excited to help others understand media literacy. Our next activity was at the “Multiverse of the Three Little Pigs” workshop, where we assisted Teacher Uni. We felt like little volunteers, helping with various tasks. My favorite part of the project was visiting NTNU. It felt like a school trip, and the lesson was so fun that it felt like we were playing a game. This experience made me more interested in media literacy and helped me understand why it’s so important.