Fake news or facts
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In this activity the student uses the SKRALD model to gain skills in uncovering fake news and digital sources, so that the student becomes able to assess whether a source is fake news, or reliable in relation to the specific academic context. All links for running the activities are at the bottom. |
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CONTEXT
Being able to rank and divide sources into different knowledge levels is a good starting point when the student has to work with sources in an academic context. However, it is essential that the student builds on these skills in order to achieve broader and more in-depth academic digital competences, which are necessary in higher education.
It can for example be difficult for students to assess a source's credibility and usefulness without the right source-critical skills.
It is therefore essential that the student learns to go into depth in working with the source, so that they are aware of the source's origin and agenda (commercial, political, ideological etc.) and can thereby more easily distinguish between trustworthy sources and outright fake news.
This applies particularly when the student has to search for information online in connection with writing assignments and other academic work.
In this activity the student learns to handle the challenges that can arise in assessing digital sources during their studies, so that the student is not only aware of where on the knowledge level sources belong, but can also assess whether sources are trustworthy and, not least, relevant.
OUTCOME
- The student can assess whether it is a case of fake news or a reliable source – both in relation to their studies, but also in everyday life and future work situations.
- The student can actively argue for choices and exclusions when selecting sources and knowledge. The student also becomes familiar with the SKRALD model.
CONTENT AND STEPS OF THE ACTIVITY
The activity gives students skills in uncovering fake news and digital sources, so that the student becomes able to assess whether a source is fake news or reliable.
BEFORE THE ACTIVITY
The teacher presents the students with tools for decoding fake news with a focus on the SKRALD model. The model is merely an example of a framework invented for the purpose, and can easily be replaced with another source-critical model, e.g. https://fordham.libguides.com/FakeNews/Evaluation:
- Sigte: Motive and purpose – what is the source's motive? Could there be hidden interests at play?
- Komik: Is it a joke (fake news can be misunderstood humour/satire) – is it not meant to be taken seriously at all?
- Retorik: Rhetorical presentation, devices, argumentation – Is the source well argued? Does it seem nuanced, or does it oversimplify things?
- Afsender: Who is behind it, is it a trustworthy person/organisation – possibly Google the author/organisation as a background check.
- Look: Is there agreement between the visual appearance and the genre (scholarly article, news article etc.) – does the article for example try to seem more trustworthy by using genre features and the visual look of scholarly articles, without having the content to support it?
- Dato: Does the date match what the source presents, or is it misleading.
- THE ACTIVITY STEP BY STEP
The students are divided into groups of 5. Each group is presented with 10 digital sources, five of which are fake news. Use e.g. https://www.tjekdet.dk as inspiration. The groups are handed the 10 sources on small slips of paper, after which they have to discuss and argue why the sources are fake news or not, by researching digitally and using the SKRALD model, or another source-critical tool that the teacher has introduced before the activity. - After that the groups have to, source by source, either crumple the source up and throw it in the bin, or keep the source and place it in the plastic folder.
- Finally the teacher takes the bin and empties it onto the floor. Now the students must argue in their groups why the source is fake news. And are there, for example, some sources that are more fake than others!
Alternatively the exercise can take place digitally, with a shared folder for each group functioning as a bin, in an online collaborative tool such as Google Docs.
NB: It is recommended that the teacher also selects sources that are in a grey area, so that the definition ”fake” can be debated.
AFTER THE ACTIVITY
To summarise and add nuance to the activity, and to prepare the students for the next activity in the sequence, it can be useful after the activity to have a joint discussion – on the basis of the following questions:
- Can you think of other examples of fake news or untrustworthy sources?
- Are there degrees of fake news? Is something more ”fake” than something else?
- The activity has been based on sources at a communicating level. What about sources at professional and scholarly level? Is there fake news there?
MATERIALS AND PREPARATION
| Preparation | Materials |
|---|---|
| Find 10 digital sources, five of which are fake. The sources must be subject-related and be in a grey area, so that the definition of ‘fake news’ can be discussed. | The sources must be printed on small slips of paper, and there must be copies for all groups. |
| Handout or slide presenting the SKRALD model (or another source-critical model). | |
| Bring a physical bin, or prepare a digital version. |
CREATED BY
KEA Bibliotek,
Together with information specialists and students
EXTERNAL RESOURCES
https://www.tjekdet.dk
Resource from Mandag morgen, which aims to fact-check information on social media etc. A good resource for examples of fake news.
https://fordham.libguides.com/FakeNews/Evaluation
An alternative to the SKRALD model.
https://mit.ek.dk/studieviden
Web application with short videos and tips for studying. The part called ”kildekritik” can be used in connection with the activity.
THE STAK PROJECT
This learning element is an edited version of a learning pattern from the research project STAK (Studerendes Akademiske Digitale Kompetencer).
Through a particular method, the project developed a number of learning patterns/paths, especially within information literacy. The elements are aimed
primarily at teachers, either as inspiration or to be integrated directly into teaching.
If you are curious about the method, you can see the original research website at: https://web.archive.org/web/20251118005249/https://www.stak.dk/