Pop culture and the classroom collide in this lesson when students go behind the scenes to analyze a television series for characterization to use in an original television show proposal.

These two self-paced resources were created using Sway (a combination slide deck / infographic / comic format) for older middle school/younger high school students. They explain the concepts of claims and evidence in a media literacy context. 

These three self-paced resources were created using Sway (a combination slide deck / infographic / comic format) for older middle school/younger high school students. They explain the concepts of perspectives and bias in a media literacy context and with a specific approach: 1) that everyone has perspectives, but not all perspectives are biased and 2) that in some circumstances it's OK to get information from sources created by people with a strong perspective on the topic. 

This series of three lessons was designed for older middle school/younger high school students. The goal is to build a foundation of shared understanding and vocabulary before embarking on media literacy activities. The lessons introduce the concepts of "ways of knowing," "trusted experts," and "settled facts," which are useful things to agree on before discussing the reliability of an information source or the truthfulness of a media message. 

News Literacy Project is a nonpartisan national education nonprofit, that provides programs and resources for educators and the public to teach, learn and share the abilities needed to be smart, active consumers of news and information and equal and engaged participants in a democracy. 

This Google slide presentation is meant to serve as a brief introduction to media literacy.

In this lesson, students will develop media literacy skills by analyzing and evaluating real versus fake news sources. Students learn how to identify various types of fakes news and apply critical thinking to evaluate if the information is reliable and unreliable.Image attribution: https://flic.kr/p/XKaGVH

In this lesson, students will develop media literacy skills by analyzing and evaluating real versus fake news sources. Students learn how to identify various types of fakes news and apply critical thinking to evaluate if the information is reliable and unreliable.Image attribution: https://flic.kr/p/XKaGVH

An interactive assement to see how children understand the different between truth and a lie in the media. 

This series of videos is part of the RAC’s educational programming. These videos include audiovisual primary sources, and are designed to be part of a media literacy curriculum.The clips of audiovisual documents serve as primary sources that can be viewed, analyzed, and discussed in a classroom setting to help students build media literacy skills.

This lesson is aimed to try and get young students to be aware of how advertising effects them. 

Media Literacy in the Age of Deepfakes aims to equip students with the critical skills to better understand the past and contemporary threat of misinformation. Students will learn about different ways to analyze emerging forms of misinformation such as “deepfake” videos as well as how new technologies can be used to create a more just and equitable society. This module consists of three interconnected sections. We begin by defining and contextualizing some key terms related to misinformation. We then focus on the proliferation of deepfakes within our media environment. Lastly, we explore synthetic media for the civic good, including AI-enabled projects geared towards satire, investigative documentary, and public history. In Event of Moon Disaster, an award-winning deepfake art installation about the “failed” Apollo 11 moon landing, serves as a central case study.
This learning module also includes a suite of educator resources that consists of a syllabus, bibliography, and design prompts. We encourage teachers to draw on and adapt these resources for the purposes of their own classes.
Visit Media Literacy in the Age of Deepfakes to access the learning module and educator resources. A sample of some of these materials can be found on OCW.
This course was produced by the MIT Center for Advanced Virtuality, with support from the J-WEL: Abdul Latif Jameel World Education Lab.

This is a lesson plan using Project Look Sharp resources. The plan procedures are what was included in their Teacher's Guide.

This Media and Information Literacy Curriculum for Teachers is an important resource for Member States in their continuing work towards achieving the objectives of the Grünwald Declaration (1982), the Alexandria Declaration (2005) and the UNESCO Paris Agenda (2007) – all related to MIL.This publication is divided into two parts. Part 1 provides the MIL Curriculum and Competency Framework, which gives an overview of the curriculum rationale, design and main themes. It is complementary to the UNESCO ICTs Competency Framework for Teachers (2008). Part 2 includes the detailed Core and Non-Core Modules of the curriculum.

This seminar focuses on the media and their intended audiences. Being able to identify persuasive techniques is essential, but knowing whom those techniques are aimed at is especially important for consumers. Maybe the audience is you, your parents, or a particular group, such as athletes or the elderly. In this seminar, you will practice identifying the targeted audience in various commercials and campaigns, so you are better prepared to make smart consumer decisions. StandardsCC.1.2.9-10.DDetermine an author’s particular point of view and analyze how rhetoric advances the point of view.CC.1.2.9-10.HDelineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence.CC.1.2.9-10.FAnalyze how words and phrases shape meaning and tone in texts.

SYNOPSIS: In this lesson, students explore critical media literacy and begin creating their advertisements.

SCIENTIST NOTES: This lesson lets students understand the implication of advertisement in influencing green transportation. It is suitable to engage students to create advertisements so as to influence the adoption of green public transportation. All accompanying materials used in the lesson have been verified and validated. On that account, this lesson is recommended for teaching.

POSITIVES:
-This lesson features critical media literacy, an important skill for all students.
-This lesson supports collaboration amongst peers.
-Students explore real-world problems through project-based learning.

ADDITIONAL PREREQUISITES:
-This is lesson 5 of 6 in our 3rd-5th grade Green Transportation unit.
-The videos on slides 13-15 will automatically start and stop at the appropriate times.
-Students should understand how to read a rubric and use it as a guide for increasing their scores.
-The final lesson in this unit plan does not allow any more class time for students to create their advertisements. After this class is over, you could allow more class time for advertisement creation or ask students to finish their advertisements outside of class.

DIFFERENTIATION:
-You can break down the definition of critical media literacy.
-You can allot multiple days following this lesson for advertisement creation time based on students' needs.
-Some students may be using different technologies to create their advertisements (e.g., TikTok, Adobe Spark, Canva, etc.). It may take those students longer to finish their advertisements if they are also learning a new technology.

SYNOPSIS: In this lesson, students analyze videos about students challenging the government to protect natural resources, research why natural resources are a source of conflict, and create a video summarizing their findings.

SCIENTIST NOTES: This lesson presents the public trust doctrine through two video resources and tasks students to produce their own videos that investigate how natural resources are a source of conflict. All of the materials are well-sourced, though the videos are a little out of date. The lesson also includes a list of credible sources to get students with their investigation. This lesson is recommended for teaching.

POSITIVES:
-Students use their unique voices and perspectives to communicate a complex topic.
-Students use their creativity and collaborative skills to create a video explaining their summary of the lesson.

ADDITIONAL PREREQUISITES:
-The resources from Project Look Sharp require a free login to download the materials.
-Laptops or other recording devices required.
-One-to-one technology is recommended.
-Students must have working knowledge of credible sources.

DIFFERENTIATION:
-The length of the student videos can be lengthened or shortened depending on student ability.
-Students can be placed in mixed ability groupings.
-The number of required citations can be increased or decreased depending on student ability.
-Optional Extension: Videos may be sent to local, state, or federal government to increase the likelihood of change being enacted.

An event happens in the world. We go online to inform ourselves and understand it. We scour the web, websites, social media posts, videos, reels, podcasts. Notifications come up, algorithms feed us, filter bubbles appear. We listen to the radio, watch TV news bulletins, speak with friends and family.

We aim for the cold facts, for objectivity and neutrality. Unconsciously meanwhile, factors out of our control are shaping the debate. We have our own biases. We are exposed and sensitive to certain point of views over others. Our senses, as much as our minds, are tricked.

Thankfully, with the correct tools, we can filter the flow of information on the web, navigate current events the right way and reach a certain degree of objectivity. This resource aims to help do just that.

This first part is about grasping the unconscious factors at play. Being aware of our limitations is the beginning to understanding news and the world we live in. It is also a means to open up to different point of views, as well as the colourful complexity of knowledge.

In the second part, we'll look at a concrete use case and how we can use critical thinking to filter information online.

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This resource is part of the information science collection.

This second part of the "Navigating the news" resource begins with the news of a fictional protest in a city. We live this event as if it were breaking, as we gradually pick up pieces of information (from speculative tweets to memes, opinions to out of context media) react and share.

The aim is to show how typical this is of how we consume news online, whether breaking or not. We are fed superficial, incomplete, sometimes fake, often biased information on a regular basis.

But not all is lost! This resource shows students that good habits can make an impact and help us navigate the news in a healthy way. The good habits are:

Pausing & taking a step back
Embracing the nuance
Keeping an eye on the bigger picture
Developing critical thinking

This last one, critical thinking, is divided into the following sections:
News articles
Media neutrality & the left-right divide
Experts & authorities
Opinion pieces & commentators
Algorithm
Stats
Studies
Social media

It finishes off with the Bullshit-o-meter, a framework to quantify the quality of a source. Concretely you add or reduce credit depending on how valid the information contained within a source is.

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This resource is part of the information science collection.

This guide walks you through the Checkology virtual classroom for grades 6-12 from the News Literacy Project. Students can move at their own pace through a wide variety of lessons that mostly focus on journalism and news literacy, but also cover misinformation, conspiracy theories, and other relevant topics.The lessons include videos of journalists and other experts, plus visually engaging interactive activities.