Critical Digital Literacy Education Guide

9 activity 10: NEWS MEDIA ANALYSIS Determine the reliability of sources and content. To be critical media consumers, we need to be practiced at assessing the reliability of the sources we draw from. Once assessing reliability becomes part of your media routine, whether you’re reading a newspaper online or getting your news through social media, you will have the skills to critically examine any piece of content. 1. Working in pairs or a small group, visit Google News (news.google.com ). Select “Canada” from the left sidebar. Choose one of the top stories, and select “View full coverage.” Scroll down the page to the “All coverage” section. 2. Together, choose three to five articles from different media outlets. Try to use a variety of news sources with different perspectives or political leanings. You might want to include an article in Canada’s other official language. 3. Each person in the group will take responsibility for reviewing one or two articles and completing the Sources and Content Screening Worksheet . 4. In your groups, have each person briefly present their article findings. Make sure to discuss the reliability of each type of source you selected. 5. Use the News Media Assessment Worksheet to write a report card and give each source a reliability grade. Include explanations of how you came to these conclusions. 6. Present your findings to the class or have a class discussion. activity 11: IDENTIFYING PROPAGANDA Propaganda can take many forms — films, articles, posters, slogans, symbols, even monuments and clothing. But at its core, propaganda is an act of persuasion that involves deliberately distorting information, images, and ideas to further an agenda. In recent times, propaganda has been associated primarily with governments and political groups trying to promote patriotism and partisanship through biased or misleading materials. Propaganda has also evolved and expanded its reach with the rise of digital and social media, finding a foothold in tweets, memes, online ads, and more. 1. Working in small groups, identify a recent example of something that you think qualifies as online propaganda. Hint: propaganda can sometimes be found as advertisements or sponsored content on online news media and social media websites (e.g., election advertisements). 2. As a group, answer the following questions using the criteria in the “What makes something propaganda?” sidebar to guide your assessment: • Why do you consider this propaganda? • What are the aims of this propaganda? What point of view does it communicate? • Who created it? Who is the target audience? • What message is being communicated? 3. Each group will present an example of propaganda. In the presentation, explain the reasoning behind your selection and include any challenges you faced in identifying propaganda. What makes something propaganda? Persuasive: Designed to influence public opinion or human action. Deceptive: Distorts perceptions and understandings. Emotive: Designed to provoke an emotional response. Purposeful: Promotes a point of view, and communicates a message intended to further the goal(s) of its creator. TEACHER TIP: Work closely with your students to help them identify an appropriate example of contemporary propaganda. Pedestrians walk by a TV news broadcast (Still from “The SARS Outbreak,” Historica Canada, 2019). Workers stand in front of propaganda posters (Courtesy National Film Board of Canada). Crowd gathers before a propaganda poster display (Courtesy National Film Board of Canada).