Recognising false information (VJI-M1-01-EN)

• Learning to identify mis- and disinformation.
• Share preconceptions and think about its forming process and the way it can (intentionally or unintentionally) deceive the audience.

First-liners.

Step 1: Prepare previously two lists with 3-4 myths and 3-4 correct formulations, accompanied with a short description. See guidelines chapter 1.9: examples of information disorder for inspiration or find your own, up-to-date examples.

Step 2: Ask the participants to make pairs, then assign them a myth/formulation and ask them to tell if they think it is a myth or a correct formulation and to argue their opinion.

Step 3: Make a pool to analyse each myth among the whole group and corroborate with the material previously elaborated.

Step 4: Close the debate by summarising the major points raised and the questions remained opened (How do you fact-check news that appears to be real? How do you know which sources are reliable and which are not?...).

• A list of 3-4 false beliefs (myths) and 3-4 correct formulations prepared in advanced.

• Discussion board.

• Prepare information in advance describing the myths and assertions to be exposed in the classroom in order to be able to contrast them with the original and/or other sources.
• The objective is not to force a concrete vision but to exchange positions and look for common working grounds for recognition of false information and prevention of belief in it.

The Misinformation Susceptibility Test. (2023, June 29). University of Cambridge. https://www.cam.ac.uk/stories/misinformation-susceptibility-test

EUvsDisinfo quiz. (2023, October 13). EUvsDisinfo. https://euvsdisinfo.eu/quizzes/euvsdisinfo/

No.

Verwey-Jonker Instituut