Teaching in an age of misinformation

In the past, there were very limited mechanisms for the dissemination of information and along with it strict standards to ensure that what was shared was accurate. Unfortunately, the rapid pace with which communication technologies have been evolving left little room for the commensurate evolution of similar standards for the realm of social media leading to an incredible capacity for misinformation to be disseminated to large numbers of people in quick time.

Against the background of trust that conventional media carried owing to their adherence to established standards of journalistic integrity and legal frameworks, such trust was automatically transferred to the Internet and social media as it evolved.

The outcome of this development is the need to be able to differentiate between information and misinformation.

This provides a unique challenge for impressionable young minds who cannot evaluate information with such clarity.

As teachers, this development poses new challenges, for they are not only required to teach children about the need to search out information but they must now be taught how to decipher the truth from falsehoods, information from misinformation, fact from opinion/fiction.

The challenge is to not only educate but to prevent miseducation.

This is no easy task owing to the quantum of information that is constantly bombarding our vulnerable young minds. While the major thrust has been to ensure freedom of information, little thought has been focused on the need to ensure that information is truthful, reliable and factual. Students must be taught to navigate the Internet to discern reliable information from that which is there to deliberately misinform/ brainwash for ulterior motives.

There are a few things to consider when evaluating the reliability of information results through the Internet.

These include authority or authorship, currency, accuracy, the publishing body and objectivity. The author of the information or online article must be known and verified by a recognised body in the relevant field of study.

The currency of the information is very important in identifying the timeliness of information. The date/ year must be available on the article or web page. Another important part of the evaluation process is the ability to verify the accuracy of the information presented.

Explanation on research methods, bibliography, footnotes and background information should be verified for accuracy. The publishing body must be reputable or be associated with reputable governing bodies.

Although information is rarely impartial, it is important to discern the writer’s point or bias. Articles or websites containing religious or political bias must be scrutinised to verify information provided as every writer wants to present data to assist their “side of the story.” It becomes necessary for the users of information on the Internet to be able to identify key words that will appear throughout the web page or document and decide whether it is educational or extremist. The discernment between fact and fiction may be easier to identify information presented with bias. Supporting data can be used to manipulate the article. Therefore the purpose of the information must be evaluated.

Teachers will also be well advised to engage their charges in an evaluation of the various forms of social media, highlighting the dangers of such media.

Social media have become a major platform for the propagation of extremism — a reality we cannot ignore.