For educators
For educators
This adventure book is designed to be used for introducing the major concepts connected to media literacy to secondary school students. Here are some guidelines that can be useful if you would like to use this book in class. It is preferable that students go through the book individually (making their own character at the beginning), and they are encouraged to take notes of everything in connection to media literacy that is new, interesting or problematic for them. If students are completing this in class (recommended) and not as homework, the ones who are done earlier can proceed to section E and start answering those questions while the others are still busy with the adventure. Once everyone has completed the story, they can form groups, and briefly discuss the different paths they went through, compare their notes and discuss the notions that came up throughout their journey. The last phase of the activity begins when the whole class gathers and discusses some thought-provoking questions, making connections between the adventure and their personal experience. It is recommended to use this booklet as an introduction to media literacy, and to continue working on this topic more in depth, according to the goals and interest of the students.
Suggested lesson rundown:
Educator presents the activity and the rules
Students have individual adventure time
Making character sheet
Going through the adventure book according to the instructions, taking notes about concepts and questions
Discussion in groups, sharing own experience and notes
Guided debrief through questions proposed by the educator (ideas are collected below in section E and) or by the students
Questions for discussion
Mention a media literacy related term from the book that you didn’t know / didn’t understand before.
What were the skills that proved to be especially useful in dealing with situations connected to media literacy?
What is the role of the media in our society?
Are there any areas in personal or professional life, where media literacy is especially useful?
Are there any areas in personal or professional life, where media literacy is not useful or relevant?
Why do you think having strong media literacy skills is important when we consume content?
Why do you think having strong media literacy skills is important when we create content?
How do stereotypes influence us when we read/listen to the news?
Mention groups of people that are regularly used as scapegoats for bad things happening.
Have you ever personally encountered disinformation in political propaganda?
Mention examples of propaganda, when it a) used visual symbols of power, b) used specific language, or c) monopolized communication sources/channels.
Why is it important to check the identity of the source and to assess what media channel they used?
How can you detect whether there is a biased ideology behind the message you read?
How can we assess the context and the intent of the writer of an article?
Can you think of an example where the same piece of information can be presented/framed two (or more) completely different ways?
What are the pros and cons of getting news from social media?
What are the concrete news sources you consider reliable and unbiased?
Give an example of a conspiracy theory that you have heard of.
What can be useful strategies for identifying fake news and hoaxes?
Do you have any social media habits you would like to change?
What is the difference between a fact and an opinion?
How does the media have an effect on democracy?
How can media literacy promote civic engagement?
Why should social media platforms be used with a critical mindset?
Have you ever seen news when you were not sure if it is (fake) news or parody?
10 notions about media literacy explained
Content analyses
Analysis of the manifest and latent content of a body of communicated material (such as a book or film) through a classification, tabulation, and evaluation of its key symbols and themes in order to ascertain its meaning and probable effect. (Merriam-Webster Dictionary)
Critical thinking
The process of analysing information in order to make a logical decision about the extent to which you believe something to be true or false (Oxford Learner's Dictionaries)
Deepfakes
An image or recording that has been convincingly altered and manipulated to misrepresent someone as doing or saying something that was not actually done or said. (Merriam-Webster Dictionary)
Disinformation
False information deliberately and often covertly spread (as by the planting of rumors) in order to influence public opinion or obscure the truth (Merriam-Webster Dictionary)
Fake news
False reports of events, written and read on websites (Oxford Learner's Dictionaries) News that is not true. (oxfordreference.com)
Media bias
The bias of journalists and news producers in the selection of events and stories that are reported, and how they are covered. (courses.lumenlearning.com)
Misinformation
Incorrect or misleading information (Merriam-Webster Dictionary)
Types of misinformation: “alternative facts”, clickbait, tabloids, satire
Propaganda
Ideas or statements that may be false or present only one side of an argument that are used in order to gain support for a political leader, party, etc. (Oxford Learner's Dictionaries)
Selective exposure
A tendency for people both consciously and unconsciously to seek out material that supports their existing attitudes and opinions and to actively avoid material that challenges their views. (oxfordreference.com) Selective retention, tightly connected: The tendency of people to retain only part of the information to which they are exposed; usually they retain the information that supports their own attitudes or beliefs. (oxfordreference.com)
Stereotypes
Something conforming to a fixed or general pattern. Especially: standardized mental picture that is held in common by members of a group and that represents an oversimplified opinion, prejudiced attitude, or uncritical judgment (Merriam-Webster Dictionary)