Learning Scenarios / Information Literacy
INFORMATION LITERACY:
LEARNING SCENARIOS
02 Escape Propaganda
01 Freedom of Expression
03 Human Rights
05 Democratic Discourse
06 Lifelong Learning
04 Access to Information
07 Communication
08 Representation in Media
09 Copyright and Ethics
10 Misinformation
Learning scenarios / Information Literacy /
01 FREEDOM OF EXPRESSION
Learning scenario 01
FREEDOM OF EXPRESSION
This learning scenario aims to offer answers to those questions and to inspire students to do additional research and become citizens that are more responsible.
We know we have certain freedoms and liberties as citizens of the free world. However, do we know what the span of those freedoms is, which documents define them, or even how different or similar those freedoms are from one country to another?
ACTIVITIES
AUTHOR
AIMS & OUTCOMES
SUMMARY
TRENDS
KEYWORDS
DICTIONARY
SKILLS
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
01 FREEDOM OF EXPRESSION
LESSON SUMMARY
Online teaching material
Powerpoint presentation for teachers
Subject
Topic
Age of Ss
Class size
Prep time
Duration
Licences
English as a Foreign Language, Civics, History
Universal Declaration of Human Rights
Freedom of Expression
UNESCO's Think Critically, Click Wisely!
16 - 19
Constitute Project: constitutions
15-30 students
Wakelet
60 minutes
Padlet example
90 minutes
puzzle cutouts - 1 set per group
CC BY-NC-ND 4.0
Offline teaching material
Ss’ mobile phones or other devices
Integration into the curriculum
a TV screen
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
01 FREEDOM OF EXPRESSION
FREEDOM OF EXPRESSION
01
AIM OF THE LESSON: Students will learn about the span of freedom of expression, and about constitutions as documents with a common idea. Students will also be provided with material for additional research, all with the main aim of students becoming more responsible, inclusive and tolerant citizens.
At the end of the lesson students can define the following terms: citizenship, freedom of expression, freedom of information, freedom of speech, democracy, diversity, equality, hate speech, freedom of the press, human rights.
OUTCOME 1
At the end of the lesson students are familiar with the Universal Declaration of Human Rights, especially with Article 19.
OUTCOME 2
At the end of the lesson students are able to differ freedom of expression from freedom of speech, and become aware of their respective limitations.
OUTCOME 3
At the end of the lesson students are able to understand the importance of a constitution for a citizen and to become aware of their national constitution in the European and the world context.
OUTCOME 4
OUTCOME 5
At the end of the lesson students can create a collection of their work.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
01 FREEDOM OF EXPRESSION
21st CENTURY SKILLS
INFORMATION, MEDIA & TECHNOLOGY SKILLS
KEY SUBJECTS & 21ST CENTURY THEMES
LIFE & CAREER SKILLS
Cultural Awareness
Information Literacy
Literacy Competence
Entrepreneurship
Media Literacy
Multilingual Competence
Social Competence
Digital Competence
Civic Competence
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
01 FREEDOM OF EXPRESSION
ACTIVITIES: part 1, Freedom of expression
PART 2
INTRODUCTION (10')
The teacher shows the students the title slide of the presentation saying “Freedom of Expression” and then asks them to open the prepared Padlet (via its QR code) and write what they consider freedom of expression.
The teacher needs to open the padlet on the TV or the projector: as the students write their thoughts, they can be seen on the screen.
DEFINITIONS (15')
The teacher shows the students slide 3 and divides the students into groups (each group needs one set of cutouts from slides 4-9) and explains that they need to match definitions with the words/phrases in groups (the teacher can prepare a reward for the winning group).
After the students have matched the cutouts successfully, the teacher goes through slides 4-9 and comments with students:
Did something surprise/confuse you? What is the difference between…? What is a broader term, freedom of expression or freedom of speech? etc.
RESEARCH IN GROUPS (10')
The teacher shows slide 10 and asks students in groups to do research on the Internet, using their mobile phones or other devices: the task is to find the UN Universal Declaration of Human Rights and then to find the article which mentions the freedom of expression.
Students share their findings out loud and then the teacher shows slide 11, with Article 19. A short discussion follows with students’ comments.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
01 FREEDOM OF EXPRESSION
ACTIVITIES: part 2, Freedom of expression in my everyday life
RESEARCH IN GROUPS (25')
PART 3
The teacher proceeds to slides 12-14 and asks students:
Do you think that you have freedom of expression?
When was the last time you exercised your right to freedom of expression?
Where do you see examples of freedom of expression in your daily life?
A short class discussion develops before the teacher gives students the task: to find visual examples (images) of freedom of expression in our everyday lives and upload them to a prepared Wakelet collection (the teacher prepares a public collection before the class and shares the link with students). For research, students use their mobile phones or other devices.
Slides 15-21 are examples of what students might find - they range from fashion statements, religious freedoms to activism and political cartoons.
The teacher shows the students’ collection on the screen and a short discussion follows about their findings. For recap, the teacher shows slides 15-21.
DISCUSSION (10')
The teacher shows slide 22 and asks the students “Should freedom of expression have limitations?” after which a short class discussion follows when students read slides 23-24.
RESEARCH IN GROUPS (15')
The teacher shows the question on slide 25 and waits until students come up with the answer: constitution. If students need help, the teacher asks additional questions or gives hints.
Next, the students start new research task shown on slide 27: choose a country and copy&paste those parts of constitutions in the Wakelet collection from the previous task (they need to provide the link to the constitution and copy the text of the articles. (On slides 28-29 are examples from constitutions of our project partners).
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
01 FREEDOM OF EXPRESSION
ACTIVITIES: part 3, Freedom of expression & the press
DISCUSSION (10')
The teacher shows slides 31-32 and discusses the statements with the students.
CONCLUSION (5')
To conclude the topic, the students need to go back to that Padlet from the beginning and edit their entries - this also serves as self-evaluation of their participation and comprehension.
ASSESSMENT
The Padlet used in the lesson serves as self-evaluation of students’ participation and comprehension (entries at the beginning and the end of the lesson). The task can also be used for peer-assessment and as such assigned for homework.
DOWNLOAD THIS LEARNING SCENARIO IN PDF FORMAT
Download the .pdf format here.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
02 ESCAPE PROPAGANDA
Learning scenario 02
ESCAPE PROPAGANDA
Through the "Escape Propaganda" workshop, students will not only gain a deep understanding of propaganda but also learn practical skills to resist and counter it. The workshop "Escape Propaganda" employs the escape room technique to facilitate immersive and interactive learning in the field of mainstream education.
Learning about democracy and propaganda is crucial for students in today's world. As democratic societies face increasing challenges from propaganda and disinformation, it is essential to develop a robust understanding of these phenomena. This knowledge is critical for individuals to make informed decisions, participate in the democratic process, and safeguard democratic values.
ACTIVITIES
AUTHORS
AIMS & OUTCOMES
SUMMARY
TRENDS
KEYWORDS
DICTIONARY
SKILLS
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
02 ESCAPE PROPAGANDA
LESSON SUMMARY
Subject
Topic
Age of Ss
Class size
Prep time
Duration
Licences
Online teaching material
English as a Foreign Language, ESL, Social Science and History
Powerpoint presentation for teachers
Escape Propaganda Quiz (Quzizz)
Escape Propaganda
Seven most popular propaganda techniques quiz (Quizizz)
16 - 19
15-30 students
Offline teaching material
45 minutes
Escape Propaganda - handout for Ss
60 minutes
Escape Propaganda - handout for Ts
CC BY-NC-ND 4.0
a TV screen
Integration into the curriculum
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
02 ESCAPE PROPAGANDA
ESCAPE PROPAGANDA
02
AIMS OF THE LESSON:
1) to equip students with a nuanced understanding of propaganda, its tactics, and its impact on democratic societies, through an immersive and interactive learning experience using the "Escape Propaganda" workshop 2) to improve students’ critical thinking skills
At the end of the lesson students can define the following terms: propaganda, democracy, disinformation, democratic values, interactive engagement.
OUTCOME 1
At the end of the lesson students will be able to recognize and resist propaganda in their daily lives and develop a deeper appreciation for the importance of democratic values and critical thinking.
OUTCOME 2
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
02 ESCAPE PROPAGANDA
21st CENTURY SKILLS
INFORMATION, MEDIA & TECHNOLOGY SKILLS
KEY SUBJECTS & 21ST CENTURY THEMES
LIFE & CAREER SKILLS
Information Literacy
Social Competence
Literacy Competence
Media Literacy
Multilingual Competence
LEARNING & INNOVATION SKILLS
Civic Competence
Problem Solving
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
02 ESCAPE PROPAGANDA
ACTIVITIES:
NEXT
INTRODUCTION (10')
The teacher starts with slide 2 of the presentation and creates a dramatic beginning by reading a message from “The Chamber of Truth” that will lead to the game “Escape Propaganda”.
The teacher asks the students if they have heard of escape room games (slide 3) and continues with explaining how the technique will be used in the workshop.
The teachers shows slide 4 and divides students into groups of 3 - 4 (optional: teacher invites students to pick their team’s name to cultivate their connection as a team), after which the teacher explains to students they will receive the first puzzle they have to solve, and only after solving the puzzle correctly, students will receive the second puzzle etc.
Finally, the teacher hands out one answer sheet to each group and emphasizes writing the answers there.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
02 ESCAPE PROPAGANDA
ACTIVITIES:
NEXT
SOLVING THE PUZZLES (40')
Students receive their first puzzle (slide 5) and begin to solve it in their dedicated groups.
After finishing, they approach the teacher and show their answer sheet for the teacher to check. If the teacher approves the answers, students receive their next puzzle. During that time, the teacher is welcome to cheer up students by saying phrases like “Team X has finished the first task, who is the next team to finish it?”
In Escape Propaganda 1: Define it - teacher has to check if students have created the simplest possible explanation for both terms. (slide 5) In Escape Propaganda 2: Quiz - teacher has the answers. If there is a mistake, the teacher is recommended not to say which question is incorrect since it is easy to just guess the answer again. (slide 6)
In Escape Propaganda 3: Decode the quote - students will decode one of the most famous propaganda quotes. (slide 7)
In Escape Propaganda 4: Reading Comprehension - students read short descriptions of 7 most popular propaganda techniques and do a true or false task. Teacher has the answers to check it. For this task, the teacher should not mention which if any of the statements is analyzed incorrectly since it is also easy to cheat after by switching the incorrect true or false to correct true or false. (slide 8)
In Escape Propaganda 5: Uncover Propaganda - students use the previous texts to analyze the posters. Note that in some posters more than one technique can be seen. The teacher must analyze students' answers based on their argumentation. (slide 9)
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
02 ESCAPE PROPAGANDA
ACTIVITIES:
CONCLUSION AND FEEDBACK (10')
When the first group has finished, the teacher announces the end of the Escape Propaganda (the teacher can also choose to continue until 1 or 2 more teams finish) and congratulate the team that has been the fastest.
Additionally, students share what was the most interesting part for each group in a discussion, they share their newly found knowledge.
Addition: the teacher can hold "a debriefing session" to discuss the challenges, solutions, and how they connect to the lesson's learning objectives, reinforce key concepts and clarify any misconceptions.
For vocabulary and comprehension reinforcement, the teacher can assign 2 quizzes for homework (online form), the quiz from puzzle 2, and the quiz from puzzle 4.
STUDENT FEEDBACK
Possible student feedback during discussion:
"I learned about propaganda and how it can manipulate people. The Propaganda Techniques task was very interesting."
"The workshop was fun, and I learned to think for myself and not just believe everything I hear."
"Propaganda is a serious issue that can harm democracy. The workshop showed me how to be more aware of it and play a role in protecting our values."
DOWNLOAD THIS LEARNING SCENARIO IN PDF FORMAT
Download the .pdf format here.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
03 HUMAN RIGHTS
Learning scenario 03
HUMAN RIGHTS
This lesson plan aims to engage students in a comprehensive exploration of the Universal Declaration of Human Rights (UDHR) and inspire critical discussions on the significance of protecting these fundamental rights.
Activities will include group discussions, multimedia presentations, and reflective exercises to encourage students to contemplate their own capacity to contribute to a more just and equitable world.
ACTIVITIES
AUTHOR
AIMS & OUTCOMES
SUMMARY
TRENDS
KEYWORDS
DICTIONARY
SKILLS
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
03 HUMAN RIGHTS
LESSON SUMMARY
Online teaching material
presentation for teachers
video 1: Human rights in two minutes
Subject
Topic
Age of Ss
Class size
Prep time
Duration
Licences
English as a Foreign Language, Civics, History
video 2: You Are Powerful
Human Rights
Mentimeter sample
16 - 19
Wakelet collection
15-30 students
Canva tool
45 minutes
Offline teaching material
handout 1: Preamble to the UDHR
60 minutes
handout 2: Articles of the UDHR
CC BY-NC-ND 4.0
students’ mobile phones
Integration into the curriculum
a TV screen
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
03 HUMAN RIGHTS
HUMAN RIGHTS
03
AIMS OF THE LESSON:
Students will be able to analyze the history of the Universal Declaration of Human Rights, compare the need for it in 1948 with the state of the world in 2024, and identify individual responsibilities in safekeeping universal human rights.
At the end of the lesson students can define the following terms: collective conscience, constitution, declaration, human rights, indivisible, interdependent, interrelated, preamble, violation.
OUTCOME 1
At the end of the lesson students will demonstrate an understanding of the key principles and articles of the Universal Declaration of Human Rights (UDHR).
OUTCOME 2
At the end of the lesson students will be able to identify real-world examples of human rights violations and understand the impact on individuals and communities.
OUTCOME 3
At the end of the lesson students will develop empathy by considering the experiences of individuals facing human rights challenges.
OUTCOME 4
At the end of the lesson students will develop the skills and mindset needed to actively contribute to the promotion and protection of these rights in their everyday lives and in their communities.
OUTCOME 5
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
03 HUMAN RIGHTS
21st CENTURY SKILLS
INFORMATION, MEDIA & TECHNOLOGY SKILLS
KEY SUBJECTS & 21ST CENTURY THEMES
LIFE & CAREER SKILLS
Cultural awareness
Information Literacy
Literacy Competence
Media Literacy
Entrepreneurship
Multilingual Competence
Social Competence
Digital competence
Civic Competence
LEARNING & INNOVATION SKILLS
Critical Thinking
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
03 HUMAN RIGHTS
ACTIVITIES:
NEXT
INTRODUCTION (20')
The teacher divides students into groups of 3-4 students and shows slide 2 of the presentation and asks the students If you had the chance to define human rights, what would you include? To answer the question, the students use their mobile phones or tablets by scanning the QR code on the slide, it takes them to a pre-prepared Mentimeter quiz. The teacher waits until all groups reply, and shows their live feedback on the screen. Possible answers: the right to speak freely; the right to live in peace; the right not to be hungry etc. The teacher then asks another question (slide 3): Is there a document protecting human rights? The students will probably mention “a declaration” or “a constitution”, after which the teacher plays "Video 1: Human Rights in two minutes" (slide 4).
The teacher asks the students to compare their Mentimeter ideas and the historical ideas of the Declaration, and states that the world leaders have gathered to what they, the students, have just done - they defined what basic and universal human rights should be.
To check the comprehension of the video before going on to the next step, the teacher asks questions on slides 5-7:
1) Explain the significance of the Universal Declaration of Human Rights and its adoption by the UN General Assembly.
Answer: It was a means to prevent future atrocities and ensure shared values among people.
2) How are human rights interdependent, indivisible, and interrelated? Provide examples to support your answer.
Answer: It means that the violation of one right can lead to the violation of other rights. For example, the violation of the right to adequate housing can result in the violation of the right to rest, education, and work.
3) What is the role of the state and individuals in ensuring the respect and protection of human rights? Why is collective conscience important in upholding human rights? Answer: The state has the responsibility to take necessary measures to uphold human rights, while individuals have a role in actively defending and respecting human rights. Collective conscience emphasizes that everyone is responsible for ensuring the well-being and rights of others.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
03 HUMAN RIGHTS
ACTIVITIES:
NEXT
DISCUSSION ON PARTS OF THE UDHR (20')
The teacher shows slide 8 which is a repetition of the content of the video - the teacher asks the students if they have any thoughts on what they can read on the slide, especially that the UDHR is not a law.
The teacher hands each group Handout 1: Preamble to the Universal Declaration of Human Rights, and tells them they need to read the text of the preamble and answer only one question after reading (slide 9): What are the similarities between your group's ideas from the introduction and the ideas set forth in the Preamble?
Possible answers: basic, equal rights; freedom of speech; peace in the world.
The teacher hands each group page 1 of Handout 2: Articles of the Universal Declaration of Human Rights and tells them they need to combine 14 selected articles out of 30. When students are finished, the teacher shows them each correct answer (slide 10-15).
CONCLUSION (20')
The teacher then gives students page 2 of Handout 2: Articles of the Universal Declaration of Human Rights and asks them to read all the articles. There is a note saying: This version of the Universal Declaration of Human Rights has been simplified by Amnesty International UK and is especially useful for younger people, so the teacher emphasizes that.
The teacher turns to slide 16 and asks another question: Are some of the ideals stated in 1948 still ideals in 2024? Can we all do anything to change that, and what? Possible answers: we can help and volunteer in our communities, educate people, read more about human rights violations etc. The teacher then shows a video called You Are Powerful (slide 17), warning students there will be disturbing images. After watching, the teacher asks the students if they feel part of the society and either powerful or weak, and a short discussion ensues.
It is important to emphasize that the message of the activity is not to become reckless and endanger our lives, but that every human has the responsibility and duty to react to violations of human rights, in any way possible.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
03 HUMAN RIGHTS
ACTIVITIES:
HOMEWORK
The teacher assigns a task for homework (slide 18):
1) Each student needs to think about the relevance and importance of human rights in their own lives and identify any instances where they have witnessed or experienced a violation of human rights. They should also think of actions they can take to promote human rights in their communities.
2) They need to create a digital poster or an infographic representing this violation and the ways an average person/citizen can influence these violations. Their work needs to be shared to a Wakelet collection the teacher has prepared beforehand.
DOWNLOAD THIS LEARNING SCENARIO IN PDF FORMAT
Download the .pdf format here.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
04 ACCESS TO INFORMATION
Learning scenario 04
ACCESS TO INFORMATION
The students will also enrich their English vocabulary, practice teamwork skills, creativity, and IT skills.
In this lesson the focus is to teach about the universal right to access information and the reasons why this basic human right is important. This learning scenario is designed to open the eyes of students to the fact that access to information is not a privilege but their right.
ACTIVITIES
AUTHORS
AIMS & OUTCOMES
SUMMARY
TRENDS
KEYWORDS
DICTIONARY
SKILLS
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
04 ACCESS TO INFORMATION
LESSON SUMMARY
Online teaching material
Powerpoint presentation for teachers
video Access to Information
Subject
Topic
Age of Ss
Class size
Prep time
Duration
Licences
English as a Foreign Language, Civics, Social Science, Media Culture
video 2 Access to Information
UN: International Day for UAI
Access to Information
Right to Information
15 - 19
Pear Deck - interactive questions
Canva tool - digital material
15-30 students
QRFY tool - QR codes
45 minutes
Padlet tool - displaying Ss'work
75 minutes
Offline teaching material
handout for students
CC BY-NC-ND 4.0
computers or mobile devices
Integration into the curriculum
projector or smart board
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
04 ACCESS TO INFORMATION
ACCESS TO INFORMATION
04
AIM OF THE LESSON:
Students will understand the importance of the right to access information, and how it acts as a restrain on the government and public institutions and which groups do not have equal access to information.
At the end of the lesson students will have created an advertisement with the aim of raising people’s awareness about access to information.
OUTCOME 1
At the end of the lesson students will promote The International Day for Universal Access to Information held annually on September 28.
OUTCOME 2
At the end of the lesson students will be able to talk about the first introduction of the legislation about the right to access information (in 1766 in Sweden and Finland), and how it became a part of the Universal Declaration of Human Rights in 1948.
OUTCOME 3
OUTCOME 4
At the end of the lesson students will be able to create dig. material in Canva and create a QR code.
At the end of the lesson students will enrich their English vocabulary, practice teamwork skills, creativity, and IT skills.
OUTCOME 5
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
04 ACCESS TO INFORMATION
21st CENTURY SKILLS
INFORMATION, MEDIA & TECHNOLOGY SKILLS
KEY SUBJECTS & 21ST CENTURY THEMES
LIFE & CAREER SKILLS
Information Literacy
Cultural Awareness
Literacy Competence
Entrepreneurship
Media Literacy
Multilingual Competence
Personal Competence
Digital Competence
Civic Competence
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
04 ACCESS TO INFORMATION
ACTIVITIES:
NEXT
INTRODUCTION (15')
The teacher introduces the students to the topic of the lesson using the presentation and shows the students the first video (slide 2).
After watching the video, the teacher shows students 3 interactive questions (slides 3-7):
1) When was the idea about the right to information first introduced?
2) Why is the right to access information so important?
3) Can you think of any groups that have limited access to information? The teacher then leads a discussion about the questions (Why are we asking about this? Why is this important?) and discusses the student’s feedback.
Then the teacher shows the students the second video (slide 8) and follows the same procedure as after the first. The teacher asks students the following questions (slides 9-14):
4) With the sustainable development goals, all 193 UN countries have agreed to ensure
public access to information for all people by which year?
5) Who needs the right to access information?
6) When is the international day for universal access to information?
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
04 ACCESS TO INFORMATION
ACTIVITIES:
NEXT
RESEARCH AND WORK ON ADVERTISEMENT (40')
The teacher divides the class into groups of 3 students, and gives each group a printed handout. (slides 15-16)
In groups, students use 4 QR codes: 2 codes link to information pages about the subject, one links to the Canva tool and one to a tool to create QR codes, QRFY.
The teacher gives students instructions for working in the tool, after which the groups use the Canva tool to create an advertisement of their choice about the International Day for Universal Access to Information and the importance of the right to access information. The students create QR codes to link to a webpage they think has the best information for further reading and incorporate those codes in their digital results.
CONCLUSION (20')
The students share their Canva work to a Padlet (prepared by the teacher beforehand) using their mobile devices or tablets/computers, after which each group explains the idea behind their advertisement, and the students comment, watching each other’s digital results.
Then the students give feedback on the activity using a prepared exit card in Pear Deck, slides 17-18 (this can also be modified for peer assessment).
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
04 ACCESS TO INFORMATION
ASSESSMENT
The students' knowledge of the topic will be assessed through answers in quizzes and exit cards and with discussion with the students.
Exit card (included in the presentation, slides 17-18) and example of students’ answers:
DOWNLOAD THIS LEARNING SCENARIO IN PDF FORMAT
Download the .pdf format here.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
05 DEMOCRATIC DISCOURSE
Learning scenario 05
DEMOCRATIC DISCOURSE
presentations, and the emphasis will be on teamwork and collaborative learning. In addition to using digital tools students will learn about the origin of democracy and explore the possibilities of various contents related to Human Rights throughout the world.
Teaching about Democracy and a democratic citizenship encourages students to be more aware of their role in society and helps them to have an active participation in their own country and in our global world as well. Students will have the opportunity to research, after which they will create digital
ACTIVITIES
AUTHORS
AIMS & OUTCOMES
SUMMARY
TRENDS
KEYWORDS
DICTIONARY
SKILLS
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
05 DEMOCRATIC DISCOURSE
LESSON SUMMARY
Online teaching material
Powerpoint presentation for teachers
English as a Foreign Language, Philosophy, History
Subject
Topic
Age of Ss
Class size
Prep time
Duration
Licences
students’ collaborative presentation
Democratic Discourse
Compass: Manual for Human Rights Education with Young People
15 - 17
15-30 students
Democratic discourse: Kahoot quiz
30 minutes
websites for research: Google Scholar, Jstor, Sage Journals, WorldCat, Britannica
90 minutes
CC BY-NC-ND 4.0
Offline teaching material
computers or mobile devices
Integration into the curriculum
projector or smart board
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
05 DEMOCRATIC DISCOURSE
DEMOCRATIC DISCOURSE
05
AIM OF THE LESSON:
Students will learn about democracy and human rights and enrich their knowledge and vocabulary related to the topic. During research, processing research results and creating digital materials (quiz, PowerPoint), students will develop their creative and ICT skills and competencies as well as critical thinking skills.
At the end of the lesson students will exchange their digital materials in the form of posters and quizzes, and in this way, they will introduce other students to the content.
OUTCOME 1
At the end of the lesson students can define the following terms: discourse, democratic discourse, democracy.
OUTCOME 2
At the end of the lesson students will get familiar with reliable sources of information on the Internet: Google Scholar, Jstor, Sage Journals, WorldCat, Britannica.
OUTCOME 3
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
05 DEMOCRATIC DISCOURSE
21st CENTURY SKILLS
INFORMATION, MEDIA & TECHNOLOGY SKILLS
KEY SUBJECTS & 21ST CENTURY THEMES
LIFE & CAREER SKILLS
Information Literacy
Cultural Awareness
Literacy Competence
Entrepreneurship
Media Literacy
Multilingual Competence
Personal Competence
Digital Competence
Civic Competence
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
05 DEMOCRATIC DISCOURSE
ACTIVITIES:
NEXT
INTRODUCTION (20')
The teacher starts with an icebreaker activity: “Circle of Opinions”, asking the students to share their initial thoughts on democracy and discourse in a quick round (slide 2 of the presentation).
Possible answers: freedom of speech, equality, inclusion, communication etc.
The teacher provides a brief overview (slides 3-7) of the principles of democracy (emphasizing key aspects such as equality, representation, and civic engagement), and presents a brief definition of democratic discourse and its importance in a pluralistic society.
Discuss* the role of dialogue in shaping democratic values, such as equality, justice, and civic participation asking: 1. How does dialogue facilitate an open exchange of ideas among individuals with diverse perspectives? 2. In what ways can diverse viewpoints contribute to the formation of democratic values?
3. How does dialogue help build understanding and empathy among citizens?
4. How does open discourse encourage citizens to participate actively in the democratic process? Can you think of examples where dialogue has led to positive societal changes?
5. How can responsible media practices contribute to democratic values, and what challenges might arise in ensuring a fair and informed public discourse?
6. How can classrooms become spaces that foster democratic values through open, respectful, and inclusive dialogue?
*Optional: To conduct this discussion, according to the group of student’s characteristics, the teacher may also use Compass – Manual for Human Rights Education with Young People, and develop some of these activities (Annex I).
The teacher instructs the students to participate (using their mobile phones) in the introductory Kahoot quiz, after which the teacher provides feedback on the results of the quiz and the students review the information they learned from the quiz.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
05 DEMOCRATIC DISCOURSE
ACTIVITIES:
NEXT
RESEARCH WORK (30')
The teacher divides the participants into groups of 4 students and asks the students to, using their smartphones, do research about the topic “democracy” and “(democratic) discourse”.
The teacher starts by emphasizing the importance of using credible and reliable sources, encouraging students to check the authority and relevance of the information they find, and also, the need to give proper credit to sources and avoid plagiarism.
The teacher shows slides 8-9 and provides information for specific platforms and databases where students can find reliable and scholarly information on democracy and discourse (Google Scholar, Jstor, Sage Journals, WorldCat, Britannica).
The teacher asks groups to discuss and present their perspectives on the assigned topics, encouraging diverse viewpoints. After doing research, the students will start creating a PowerPoint based on their findings.
ORAL PRESENTATION (20')
The students share with the rest of the class the outcomes of their research work by using the PowerPoint they had created.
After democratically electing a representative, the groups are invited to give a pitch (max 3-5 minutes per group) on the key aspects of their research.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
05 DEMOCRATIC DISCOURSE
ACTIVITIES:
CONCLUSION (20')
The teacher recaps the essential concepts and insights discussed during the workshop.
The teacher shows slides 10-11 and:
- Inspires students to think about how they can apply their knowledge of democracy in their lives, encouraging them to stay engaged in civic activities or consider participating in democratic processes.
- Encourages students to reflect on what they've learned, asking open-ended questions such as, How has your understanding of democracy evolved? How would you describe the media´s responsibility in a democratic society?
ASSESSMENT
Evaluating the students' level of participation and engagement throughout the workshop: their involvement in discussions, group activities, and their responsiveness to questions.
The teacher asks the students to use online presentation and design user friendly tools (Canva, Beautiful.AI, Zoho Show, Visme, Genially, Emaze or Piktochart, for example) to create visually appealing and engaging works about ONE of the topics here Students' work will be presented to the school community on either September15, International Day of Democracy, or the United Nations Day to Combat Hate Speech, celebrated on April 18 every year. This day, proclaimed by the UN General Assembly in 2021, aims to raise awareness of the dangers of hate speech and promote its prevention and combating.
DOWNLOAD THIS LEARNING SCENARIO IN PDF FORMAT
Download the .pdf format here.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
06 LIFELONG LEARNING
Learning scenario 06
SPOTTING FAKE NEWS AS LIFELONG LEARNERS
disinformation and misinformation in different contexts, listing key tools to spot fake news online and in their everyday life. At the end of the lesson, they will be able to navigate the Internet at higher level of awareness.
Spotting fake news is one of those crucial lifelong learning habits. Students should be aware of the potential consequences of disinformation and misinformation for themselves and wider society, and should be able to recognize different types of
ACTIVITIES
AUTHORS
AIMS & OUTCOMES
SUMMARY
TRENDS
KEYWORDS
DICTIONARY
SKILLS
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
06 LIFELONG LEARNING
Online teaching material
LESSON SUMMARY
Powerpoint presentation for teachers
Mentimeter: sample quiz
English as a Foreign Language, Media Culture, Civics, Ethics
Subject
Topic
Age of Ss
Class size
Prep time
Duration
Licences
video 5 Ways To Spot Fake News
Spotting fake news as lifelong learners
video This is not Morgan Freeman
15 - 19
GoogleForm quiz Fake or real news
15-30 students
Wakelet
60 minutes
Offline teaching material
90 minutes
Handout 1: Fake or real?
Handout 2: Inventing fake news
CC BY-NC-ND 4.0
Fake news Handbook
Integration into the curriculum
students’ mobile devices
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
06 LIFELONG LEARNING
SPOTTING FAKE NEWS AS LIFELONG LEARNERS
06
AIM OF THE LESSON:
This learning scenario is going to help young learners to understand different types of fake news and help them realize this kind of disinformation actually dates back to the early 90s before internet and social media, and help them understand the ways misinformation and disinformation can shape their view of world around them.
At the end of the lesson, students will be able to express their overall opinion on the negative impact of fake news, and how they can take positive action.
OUTCOME 1
At the end of the lesson, students will be more confident in assessing the reliability of any online news source they encounter.
OUTCOME 2
At the end of the lesson, students will be able to assess indicators of reliability in online news sources and learn to be more aware of incomplete, misleading, or invented details in media materials and analyze them critically before sharing.
OUTCOME 3
At the end of the lesson, students will understand various types of misinformation and disinformation and apply them to different examples that they need to create.
OUTCOME 4
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
06 LIFELONG LEARNING
21st CENTURY SKILLS
INFORMATION, MEDIA & TECHNOLOGY SKILLS
KEY SUBJECTS & 21ST CENTURY THEMES
LIFE & CAREER SKILLS
Information Literacy
Cultural Awareness
Literacy Competence
Entrepreneurship
Media Literacy
Multilingual Competence
Personal Competence
Digital Competence
Civic Competence
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
06 LIFELONG LEARNING
ACTIVITIES:
NEXT
INTRODUCTION (15')
The teacher uses the presentation (slide 2) and tells the students to take their mobile phones since they will need to answer the question What is media literacy?
The teacher then tells the students to scan the QR code on slide 3, which will take them to a Mentimeter quiz (needs to be prepared beforehand by the teacher with a new QR code) about Media Literacy: Provide at least 3 words regarding media literacy. The teacher also needs to prepare the ‘results’ hyperlink (a sample on slide 4), and then comment on the students’ ideas on media literacy.
The teacher goes through slides 5-6, giving information about media literacy and defining important terms. Then the teacher introduces “Media literacy: 5 Key Questions” (slide 7), and points out what the media literate individual really means and without media literacy, we are about to be deceived by fake news and misinformation.
DEFINING THE TERMS (35')
The teacher shows slides 10-11 and asks the students about fake news:
Have you ever come across fake news these days? If so, how did you know it was fake? Why do you think people write fake news stories? - Possible answers: on TikTok, obviously edited photos, to gain attention/followers etc. Slides 12-13 present the first fake reports and news having emerged in the history, explaining the term “yellow journalism”, while slide 14 offers some recent examples.
The teacher then asks the students if they know the difference among fake news, misinformation and disinformation, after which the teachers shows slides 15 and 16 to define them.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
06 LIFELONG LEARNING
ACTIVITIES:
NEXT
DEFINING THE TERMS (continued)
On slide 17 the teacher introduces clickbait and deepfake, and asks the students to give examples, after which the teacher shows definitions on slide 18. The teacher shows the video on slide 19 and asks students questions: What are potential hazards of developing that technology?
How can you tell today if videos are fake or real?
After students’ feedback, the teacher continues to slides 20-22, explaining different disinformation/misinformation types.
The teacher presents fake news examples with slides 23-29 and asks these questions:
Is this real or fake news?
How do you know?
What did you look for to know if it was real or fake?
and follows the same procedure for each slide.
At last, the teacher starts the video on how to spot fake news on slide 30. The teacher asks students to summarize the 5 easy ways to spot fake news, and then mentions fact-checking websites Snopes.com, www.factcheck.org, transparencyreport.google.com/safe-browsing/search that everyone can use to fact-check daily news.
RESEARCH ON NEWS (15')
Task 1:
The students are asked to work in pairs. The teacher gives students Handout 1, and shows the instructions for the task on slides 30-34. The students need to use their mobile devices to scan the QR code on slide 34, which will take them to a GoogleForms quiz where they need to decide if the given headlines are fake or real (the quiz needs to be prepared beforehand by the teacher). The students need to search the Internet and use the Fake news Handbook and submit their answers to the GoogleForm, after which the teacher gives live feedback to the class.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
06 LIFELONG LEARNING
ACTIVITIES:
INVENTING THE NEWS (20')
Task 2:
The teacher organizes pair into groups of 4, and gives each group Handout 2, which follows slide 35: the students need to make up their fake news stories. Students use the misinformation types they have learned and create their own news. They can write which type of misinformation they used in the activity and post it on the Wakelet collection (created by the teacher beforehand).
CONCLUSION (15')
While watching each other’s work on Wakelet, students ask questions about the news:
• Have you used sarcasm in your news?
• What kind of things have you manipulated in your news?
• Do you think it is a false context?
• Have you used any fabricated image?
This activity can be planned as a group discussion.
• What do you want people to think about this news? • Do you want to make the readers laugh?
• Do you want the readers believe in something seriously?
• Do you want to create a sensation?
ASSESSMENT
The students' knowledge of the topic will be assessed through the tasks:
1st activity: distinguishing between fake and true news, and
2nd activity: making up false stories appropriate to a certain type of fake news that have been presented in the lesson.
DOWNLOAD THIS LEARNING SCENARIO IN PDF FORMAT
Download the .pdf format here.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
07 THE IMPORTANCE OF COMMUNICATION
Learning scenario 07
THE IMPORTANCE OF COMMUNICATION
In this activity students will have the opportunity to, in a primary phase, engage in a ludic dynamic, in which as they get to know and interact with all the participants, they also explore the prospect and consequences of misunderstandings in a regular day to day interaction.
Learning about communication is a crucial aspect in the development of a well-organized society. As human beings we engage in a panoply of activities in which we need clear and effective communication. Therefore, it’s essential to have the knowledge on how to make the best out of the interactions we have with each other.
ACTIVITIES
AUTHORS
AIMS & OUTCOMES
SUMMARY
TRENDS
KEYWORDS
DICTIONARY
SKILLS
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
07 THE IMPORTANCE OF COMMUNICATION
LESSON SUMMARY
Online teaching material
The Uncomfortable - a collection of deliberately inconvenient objects
The Art of Effective Communication
Subject
Topic
Age of Ss
Class size
Prep time
Duration
Licences
Any school subject
AnswerGarden
Communication
Poster Effective Communication
15 - 18
various tools for collaborative learning (e. g. GoogleDocs, GoogleSlides, Padlet etc.)
15-30 students
Europeana resources: https://shorturl.at/ejqxA
https://shorturl.at/hmtG1
https://shorturl.at/gvzNS
https://shorturl.at/bEQRW
15 minutes
45 minutes
Offline teaching material
Screen projector
CC BY-NC-ND 4.0
White board / Chalkboard with respective writing materials
Integration into the curriculum
computers or students’ mobile devices
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
07 THE IMPORTANCE OF COMMUNICATION
THE IMPORTANCE OF COMMUNICATION
07
AIM OF THE LESSON:
This learning scenario will enhance understanding of communication fundamentals (verbal, nonverbal cues), develop nonverbal communication analysis and interpretation skills, promote creative communication approaches, enhance self-awareness of communication style, foster respectful and effective communication among peers, and explore the relationship between communication and creativity.
At the end of the lesson, students will be able to recognize some effective communication skills that, by exploring them in future interactions, will help them achieve the benefits of efficacious communication such as an improvement in the quality of social interactions and increased confidence in engaging with others in a social context.
OUTCOME 1
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
07 THE IMPORTANCE OF COMMUNICATION
21st CENTURY SKILLS
INFORMATION, MEDIA & TECHNOLOGY SKILLS
KEY SUBJECTS & 21ST CENTURY THEMES
LIFE & CAREER SKILLS
Information Literacy
Communication
Literacy Competence
Entrepreneurship
Media Literacy
Multilingual Competence
Personal Competence
Digital Competence
Civic Competence
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
07 THE IMPORTANCE OF COMMUNICATION
ACTIVITIES:
NEXT
INTRODUCTION (15')
The teacher begins by dividing the students in groups (optional/it can be one big group) and explains the rules of “The telephone game” in which each group makes a line facing each other's backs.
The first student in line is facing the whiteboard/chalkboard and has the respective appropriate writing utensil while the last student in line is given a secret object/word that they have to draw in the back of the person in front of them.
The purpose of the game is to successively draw what we feel is drawn on our back, on the back of the person in front of us until we get to the person who is in front of the board, who will draw on the board, what they feel is being drawn on their back for everyone to see.
In the end, the one who knew the secret word reveals it to the rest of the group.
ONLINE QUIZ (5')
Firstly, the teacher accesses the AnswerGarden website and creates a new cloud.
Secondly, they’ll dispense the respective link so that the students can reply to the question “What is the most important thing when communicating with somebody?” on their mobile phones.
After everyone replies, the “cloud” is shown on the projector screen and left there for inspiration to the students to the next phase of the activity.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
07 THE IMPORTANCE OF COMMUNICATION
NEXT
ACTIVITIES:
GROUP WORK (20')
Students are divided into smaller groups and given one of the images from “The Uncomfortable” project.
The teacher explains that they should find a way to recommend these unusual products using the communication skills from the previous step (students should also have the opportunity to add skills that were not mentioned in the “cloud”).
The students elect a speaker within their group that will present their ideas to the rest of the class in a 2-5 minute performance.
CONCLUSION (5')
After the presentations, the teacher asks an open-ended question to the whole group such as “How can effective communication help you resolve conflicts, build consensus, and collaborate effectively with others?” and waits for some answers before showing a poster on communication skills and explains that there’s more to communication than just speaking, emphasizing the importance of nonverbal/ behavioral communication while making a statement.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
07 THE IMPORTANCE OF COMMUNICATION
ASSESSMENT
After the implementation of the activity, there are some possible questions to ask the students:
- What did you learn about the importance of communication?
- How can you improve your communication skills?
- What are some examples of effective communication?
- What are some examples of ineffective communication?
- How can you avoid communicating in a way that is unclear or ambiguous?
- How can you use nonverbal cues to communicate effectively?
- How can you adapt your communication style to different audiences?
- How can you resolve conflict through effective communication?
- What are some tips for giving effective feedback?
STUDENT FEEDBACK
After the implementation of the activity, the students will look back at the results of their quizzes and try to establish through conversation whether their knowledge of the topic has improved. Also, the teacher will encourage students to in the future, try to learn and practice communication skills.
DOWNLOAD THIS LEARNING SCENARIO IN PDF FORMAT
Download the .pdf format here.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
08 REPRESENTATION IN THE MEDIA
Learning scenario 08
REPRESENTATION IN THE MEDIA
topics is undeniable - changes can’t be done overnight, however, we can learn to ask important questions and become better readers of those media messages.
Representation in the media is how media deal with and present gender, age, ethnicity, national and regional identity, social issues and events to an audience. The power to shape an audience’s knowledge and understanding about these important
ACTIVITIES
AUTHOR
AIMS & OUTCOMES
SUMMARY
TRENDS
KEYWORDS
DICTIONARY
SKILLS
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
08 REPRESENTATION IN THE MEDIA
LESSON SUMMARY
Subject
Topic
Age of Ss
Class size
Prep time
Duration
Licences
Online teaching material
English as a Foreign Language, Civics, Media Culture
Powerpoint presentation for teachers
Representation in the Media
Padlet (needs to be prepared beforehand by th teacher)
14 - 19
15-30 students
45 minutes
paper posters (size A3 to B1), empty - one for each group
Offline teaching material
60 minutes
markers in colour - one colour for each group
CC BY-NC-ND 4.0
Integration into the curriculum
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
08 REPRESENTATION IN THE MEDIA
REPRESENTATION IN THE MEDIA
08
AIM OF THE LESSON: Students will learn about the different issues of representation in the media, especially when it comes to different social groups and the influence on personal choices and decisions.
At the end of the lesson students can define the following terms: media representation, stereotypes, self-image, influencers, selfies etc.
OUTCOME 1
At the end of the lesson students develop their communication skills, decision-making skills and teamwork.
OUTCOME 2
At the end of the lesson students are able to ask themselves important questions about the world shaped by the media.
OUTCOME 3
At the end of the lesson students create a collection of their work.
OUTCOME 4
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
08 REPRESENTATION IN THE MEDIA
21st CENTURY SKILLS
INFORMATION, MEDIA & TECHNOLOGY SKILLS
KEY SUBJECTS & 21ST CENTURY THEMES
LIFE & CAREER SKILLS
Multilingual Competence
Entrepreneurship
Information Literacy
Civic Competence
Social Competence
Media Literacy
Digital Competence
LEARNING & INNOVATION SKILLS
Critical thinking
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
08 REPRESENTATION IN THE MEDIA
ACTIVITIES:
NEXT
INTRODUCTION (15')
The teacher shows the students the title slide of the presentation saying “Representation in the media” and then asks the question from slide 1, What is media representation? After students offer their answers, the teacher shows the definition (Different ways in which the media portray certain groups, communities, ideas, topics etc.) and checks if the students were right. The next question for the students is Are these portrayals always completely accurate? - students offer their answers, followed by a short discussion.
The teacher shows the students slide 3 and asks them to describe what they see, eliciting the answer that commercials for beer mostly show happy people, together, celebrating something or having fun, in this case while watching a football match (Is it really always the case, that you need to drink beer in order to have fun with friends?).
Then it is time for slide 4, where students see photos of social media influencers, with a question intended for a short discussion (Do their lives seem better than yours?).
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
08 REPRESENTATION IN THE MEDIA
ACTIVITIES:
NEXT
GROUP WORK (25')
The teacher turns to slide 5 and explains the task: students need to organize into 3 groups, and each group is given an empty paper poster (there is a title on each) with a marker (different colour for each group). Each paper has a title written by the teacher before the lesson:
1) STEREOTYPING: How do media represent particular social groups? Are those representations accurate?
2) INFLUENCES: How do media representations affect our views of particular social groups or issues?
3) SELF-REPRESENTATION: In selfies, which sides of ourselves do we choose to present?
What kinds of responses are we inviting, and how do we respond to other people’s self-images?
(Note: If you want/need more groups, think of more questions/topics.)
In groups, students need to answer those questions after short discussions and write their thoughts on the paper.
After the teacher claps their hands (each 7 min), the groups rotate and move to the next station, (they only take their marker while the paper sticks to each station). They answer the next question and repeat the rotation once again.
After they hear the clap at the final station, they return to their starting positions/stations.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
08 REPRESENTATION IN THE MEDIA
ACTIVITIES:
DISCUSSION (10')
The teacher shows slide 6, and then 7 and asks the first group to read the thoughts on their paper, and to offer a conclusion.
Then the teacher shows slides 8-9 and each group repeats the activity.
CONCLUSION (10')
The teacher shows slides 10-11 and asks the final two questions (Do the media offer us a transparent window on the world?; Why is this topic important?) and waits for students’ final thought on the topic while students write them on the prepared and shared Padlet pad.
ASSESSMENT
The Padlet used in the lesson serves as self-evaluation of students’ participation and comprehension (entries at the beginning and the end of the lesson). The task can also be assigned for homework.
DOWNLOAD THIS LEARNING SCENARIO IN PDF FORMAT
Download the .pdf format here.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
09 COPYRIGHT AND ETHICS
Learning scenario 09
COPYRIGHT AND ETHICS
not all - the students will get to play detective, looking at different situations to decide if someone's using someone else's work the right way or if they're stepping over the line. Students will also get better at English, learn how to work well with others, boost their creativity, and think smarter.
Embark on an enlightening journey where we learn how important it is to respect and properly use other people's creative work. In this engaging learning scenario, we're not just opening eyes; we're unlocking minds to the respect and responsibility that come with using the works of others. We will spark lively chats about how we can all make sure we're sharing and using creative work fairly and legally. And that’s
ACTIVITIES
AUTHOR
AIMS & OUTCOMES
SUMMARY
TRENDS
KEYWORDS
DICTIONARY
SKILLS
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
09 COPYRIGHT AND ETHICS
LESSON SUMMARY
Subject
Topic
Age of Ss
Class size
Prep time
Duration
Licences
Online teaching material
English as a Foreign Language, Civics, Media Culture, ICT
European IPR Helpdesk. Fact Sheet.
The New EU Copyright Directive
Copyright and Ethics
PowerPoint presentation for teachers with videos
15 - 19
15-30 students
laminated statements about copyright for students
40 minutes
Offline teaching material
40 minutes
emojis to categorize the use as ethical or unethical
CC BY-NC-ND 4.0
projector or smart board
poster putty
Integration into the curriculum
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
09 COPYRIGHT AND ETHICS
COPYRIGHT AND ETHICS
09
AIM OF THE LESSON: Students will become aware of how important it is to use the works of authorship ethically and emphasizing the importance of giving credit to creators and obtaining permission when necessary.
At the end of the lesson students can define the following terms: copyright, ethics, plagiarism, intellectual property.
OUTCOME 1
At the end of the lesson students students can distinguish ethical from unethical use of creative work, enhancing critical thinking and civic literacy
OUTCOME 2
At the end of the lesson students understand the importance of copyrights and practice teamwork and communication through group discussions
OUTCOME 3
At the end of the lesson students will expand their English vocabulary on human rights and copyright while promoting information and media literacy, fostering the ability to critically evaluate diverse types of creative work.
OUTCOME 4
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
09 COPYRIGHT AND ETHICS
21st CENTURY SKILLS
INFORMATION, MEDIA & TECHNOLOGY SKILLS
KEY SUBJECTS & 21ST CENTURY THEMES
LIFE & CAREER SKILLS
Multilingual Competence
Entrepreneurship
Literacy Competence
Civic Literacy
Social Competence
LEARNING & INNOVATION SKILLS
Critical thinking
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
09 COPYRIGHT AND ETHICS
Learning scenarios / Information Literacy /
ACTIVITIES:
NEXT
INTRODUCTION (15')
Teacher talks to the group and explains the lesson and its topic (with google slides). Then the teacher shows the students the video which is followed by the teacher leading discussion about the importance of copyright. Why are we protecting creative work? Why is this important? How do we use creative work in an ethical manner?
RESEARCH AND DEFINITION (15')
Students work in groups of 3-4, discuss their understanding of the term copyright, when they think it should apply and when it should not.
After this discussion each student is handed a laminated sentence where there is a scenario regarding the use of copyright creative material. The students must then decide whether this scenario is considered an ethical way to use the material or if it is an unethical one.
The students will then categorise the laminated sentence in the appropriate category and explaining why the scenario belongs to each group.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
09 COPYRIGHT AND ETHICS
ACTIVITIES:
CONCLUSION (10')
The group of students as a whole review their work and see if they agree on the categorisation and the logic behind the decisions.
ASSESSMENT
The students' knowledge of the topic will be assessed through discussion and/or short presentation about the topic, within the class in context with the legal aspects of the subject, as provided by the EU.
DOWNLOAD THIS LEARNING SCENARIO IN PDF FORMAT
Download the .pdf format here.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
10 MISINFORMATION vs. DISINFORMATION
Learning scenario 10
MISINFORMATION vs. DISINFORMATION
Do you still refer to misinformation as “fake news”? The experts have given up on this term and have developed several new concepts for various types of misinformation.
ACTIVITIES
AUTHOR
AIMS & OUTCOMES
SUMMARY
TRENDS
KEYWORDS
DICTIONARY
SKILLS
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
10 MISINFORMATION vs. DISINFORMATION
Online teaching material
LESSON SUMMARY
an online Checkology task
Powerpoint presentation
Subject
Topic
Age of Ss
Class size
Prep time
Duration
Licences
English as a Foreign Language, Civics, Media Culture, ICT
GoogleSlides template
needs to be copied beforehand, you need to create and share your own document
Misinformation vs. Disinformation
collection needs to be prepared beforehand by the teacher
Wakelet
14 - 19
poster Five Types of Misinformation
15-30 students
YouTube video Fake≠Fact
online game BadNews
60 minutes
reverse image search: Verifying content
90 minutes
CC BY-NC-ND 4.0
ICT room - computers for students
Offline teaching material
mobile phones
Integration into the curriculum
a TV screen
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
10 MISINFORMATION vs. DISINFORMATION
MISINFORMATION vs. DISINFORMATION
10
AIM OF THE LESSON: Students will learn to differ misinformation from disinformation, and will learn about five types of misinformation.
At the end of the lesson students understand the difference between terms misinformation and disinformation.
OUTCOME 1
At the end of the lesson students students understand the difference among five types of misinformation.
OUTCOME 2
At the end of the lesson students can explain the importance of understanding and revealing misinformation.
OUTCOME 3
At the end of the lesson students can understand negative consequences of spreading misinformation.
OUTCOME 4
OUTCOME 5
At the end of the lesson students create presentations about the impact of misinformation.
OUTCOME 6
At the end of the lesson students can create a collection of their work.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
10 MISINFORMATION vs. DISINFORMATION
21st CENTURY SKILLS
INFORMATION, MEDIA & TECHNOLOGY SKILLS
KEY SUBJECTS & 21ST CENTURY THEMES
LIFE & CAREER SKILLS
Multilingual Competence
Entrepreneurship
Literacy Competence
Civic Literacy
Social Competence
Information Literacy
Media Literacy
Digital Competence
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
10 MISINFORMATION vs. DISINFORMATION
ACTIVITIES:
NEXT
INTRODUCTION (10')
Before the start of this lesson, the students had a task for homework, an online task "Misinformation". At the beginning of this lesson, it is necessary to talk about the content so the teacher asks students to try to explain the new vocabulary: fake news, misinformation, disinformation, satire, false context, imposter content, manipulated content, and fabricated content. The teacher shows slides 2-5 with definitions of the words and reinforces the language.
GROUP WORK (30')
The teacher divides the class into groups and shares the GoogleSlides template with each group (slide 6). Students need to create their group presentation using definitions, photos, examples etc. The members of the group don’t have to share a computer since they work in GoogleSlides, but it would be best if they were physically close to each other, for easier cooperation.
PRESENTING STUDENTS' WORK (20')
After the students have finished their work, they need to share their presentations to a Wakelet collection (the teacher needs to create one before the lesson), and then present their work orally (slide 6 with the questions). Other students need to “like” their presentations in the Wakelet app, as a form of peer evaluation.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
10 MISINFORMATION vs. DISINFORMATION
ACTIVITIES:
WATCHING A VIDEO AND DISCUSSION (15')
The teacher plays a short video "Fake≠Fact" (slide 7) after which students answer questions from slide 8:
• What makes some pieces of information “go viral”?
• What makes rumours spread?
• What emotions do rumours provoke in people?
• What are some of the reasons people share false information?
• Is all misinformation bad or damaging? Why or why not?
CONCLUSION (15')
In pairs and using their mobile phones, students play a game called BadNews (slide 9) and comment on the question: Can misinformation ever be ethical?
For students who want to do additional research, the teacher refers them to slide 10 and a short online activity where students can learn how to do a reverse image search.
ASSESSMENT
The Wakelet collection used in the lesson serves as self-evaluation of students’ participation and comprehension. The task can also be used for peer assessment.
DOWNLOAD THIS LEARNING SCENARIO IN PDF FORMAT
Download the .pdf format here.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically
pr. no. 2022-1-HR01-KA220-SCH-000089732
DICTIONARY
Collective conscience: the set of shared beliefs, ideas, and moral attitudes that operate as a unifying force within society
Constitution: the set of political principles by which a state or organization is governed, especially in relation to the rights of the people it governs
Declaration: an announcement, often one that is written and official
Human rights: a set of rights and protections regarded as necessary to protect the dignity and self-worth of a human being
Indivisible: not able to be separated from something else or into different parts
Interdependent: depending on each other, or consisting of groups that depend on each other
Interrelated: connected in such a way that each thing has an effect on or depends on the other
Preamble: an introduction to a speech or piece of writing Violation: an action that breaks or acts against something, especially a law, agreement, principle, or something that should be treated with respect
Personal, social competence and competence to learn how to learn:
As students will cooperate in groups, they will practice communication skills and teamwork.
Personal, social competence and competence to learn how to learn:
As students will cooperate in groups, they will express thoughts and opinions, and articulate understanding of human rights principles.
DICTIONARY
Propaganda: Information, ideas, opinions, or images that give one part of an argument, which are broadcast, published, etc. in order to influence people's opinion. Democracy: Government by the people; especially: rule of the majority.
Disinformation: False information deliberately and often covertly spread (as by the planting of rumors) in order to influence public opinion or obscure the truth.
Literacy Competence:
Students will read different types of texts during research. When creating digital materials, they will need to use their critical thinking in order to extract key information and present it in the appropriate way.
Personal, social competence and competence to learn how to learn:
As students will cooperate in groups, they will practice communication skills and teamwork.
Digital competence:
Students will create publicly available entries in the selected digital tools.
EMIR AYŞE OZENCAN &FILIZ DURMUŞ
teachers from Orhan Cemal Fersoy Lisesi, Istanbul, Türkiye
Information Literacy:
Students are encouraged to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals.
Trends
Project-based learning Collaborative learning Peer learning Student-centered learning Critical Thinking
Civic literacy:
Through research, students will practice and acquire the skills of responsible work, communication and cooperation.
Multilingual competence:
When researching and creating digital materials, students will use their own language and English and expand their vocabulary.
Media Literacy:
Students learn that media messages are constructed, and learn how to decode media messages.
Multilingual competence:
When researching and creating digital materials, students will use English and expand their vocabulary in relation to human rights, information and civic life.
Entrepreneurship:
Students will create their own content and think critically.
Personal, social competence and competence to learn how to learn:
As students will cooperate in pairs and small groups, their major improvements will be communication skills and teamwork/ interpersonal interactions.
Media literacy:
Students learn that media messages are constructed, and learn how to decode media messages.
Literacy Competence
Information Literacy
Literacy Competence:
Students will read different types of texts during research. When working on their product and creating their advertisement they need to search and find appropriate sources of information and practice their critical thinking.
DICTIONARY
Access to information: The right to access information, or freedom of information, is defined as the right of any individual to ask any public body for information regarding public services, public money etc. to consult or obtain this information, which can be of any form (document, audio, video…).
Human rights: Rights inherent to all human beings, regardless of race, sex, nationality, ethnicity, language, religion, or any other status. Human rights include the right to life and liberty, freedom from slavery and torture, freedom of opinion and expression, the right to work and education, and many more.
Civil rights: Guarantees of equal social opportunities and equal protection under the law, regardless of race, religion, or other personal characteristics.
Sustainable Development Goals (SDGs): Also known as the United Nations adopted the Global Goals, the 17 goals in 2015 as a universal call to action to end poverty, protect the planet, and ensure that by 2030 all people enjoy peace and prosperity.
ANA PAULA CRAVEIRO,LUZIA OLIVERIA & CLARA ABEGÃO
teachers from Escola Secundária Pinheiro e Rosa, Faro, Portugal
Trends
Project-based learning Game Based Learning & Gamification
Exploratory learning
Collaborative learning
Peer learning
Student-centered learning
Digital competence:
Students will create digital materials, thus improving their ICT skills.
Civic competence:
Through research, students will observe the values of other cultures as well as their own, and through cooperation with other students, they will have the opportunity to practice and acquire the skills of responsible work, communication and cooperation.
Trends
• Project-based learning
• Lifelong learning
• Exploratory learning
• Collaborative learning
• Peer learning
• Student-centered learning
Literacy Competence:
Students will read the articles of the UN Universal Declaration of Human Rights.During group discussions and their research assigned for homework, they will need to extract key data (critical thinking) and present them in an appropriate way.
Critical Thinking, Problem Solving and Collaboration:
Through discussion, students will acknowledge different opinions and views, and through cooperation with other students, they will have the opportunity to practice and acquire the skills of responsible work, communication and cooperation.
Multilingual competence:
When researching and creating digital materials, students will use English and their native language and expand their vocabulary in the field of human rights.
DICTIONARY
Stereotype: A widely held but fixed and oversimplified image or idea of a particular type of person or thing.
Media representation: Media representation refers to how the media portrays particular groups, communities, and experiences.
Self-representation: Self-representation refers to the act or process of expressing, portraying, or depicting oneself. It involves creating a presentation or image of oneself, often through various means such as language, behavior, appearance, or any other form of communication.
KRISTIĀNA SMILTIŅA & SANITA MEŽINIECE
teachers from Baldones Vidusskola, Latvia
Entrepreneurship:
Students will use their creativity to create their advertisement and think critically about its content.
Civic competence:
Through discussion, students will observe the values of other opinions as well as their own, and through cooperation with other students.
Cultural awareness and competence of expression:
Students will have an understanding of and respect for how ideas and meaning are creatively expressed and communicated in different cultures and through a range of arts and other cultural forms.
Cultural awareness and empathy:
As students will learn about the UDHR and its violations, they will have the opportunity to become aware of the importance of human rights, both in their country and the world. They will develop empathy by considering the experiences of individuals facing human rights challenges, and appreciate and understand diverse perspectives on human rights issues.
Integration into the curriculum
Incorporating effective communication skills into secondary school curriculum is crucial for academic, personal, and professional success. Effective communication fosters active learning, enables clear expression, and promotes positive relationships. Teachers should prioritize communication skills development and provide opportunities for practice across all subjects. This can be achieved through various strategies, including oral communication activities, specific feedback, and comprehensive lesson plans.
Information Literacy:
Students will have the ability to find, evaluate, organize, use, and communicate information in all its various formats, most notably in situations requiring decision-making, problem solving, or the acquisition of knowledge.
Entrepreneurship:
Students will create their own content and think critically.
Media Literacy:
Students learn that media messages are constructed, and learn how to decode media messages.
Civic Competence:
Through research, students will observe the values of other cultures as well as their own, and through cooperation with other students, they will have the opportunity to practice and acquire the skills of responsible work, communication, and cooperation.
DICTIONARY
Misinformation – False or inaccurate information shared without harmful intent.
Disinformation – False information deliberately created and spread to mislead or deceive.
Fake News – False or misleading stories presented as real news to confuse or manipulate readers.
Satire – Humorous or exaggerated content that mocks or criticizes, not meant to be taken as factual.
False Context – True information presented in a misleading way by omitting important details.
Imposter Content – False information made to appear as if it comes from a trusted source.
Manipulated Content – Real information or media that is altered to mislead or distort the truth.
Fabricated Content – Completely false content created without any basis in reality, designed to deceive.
KEYWORDS
democracy human rights freedom of expression communication empathy
Critical Thinking, Problem Solving and Collaboration:
Through discussion, students will acknowledge different opinions and views, and through cooperation with other students, they will have the opportunity to practice and acquire the skills of responsible work, communication and cooperation.
Civic competence:
Through discussion, students will observe the values of other opinions as well as their own, and through cooperation with other students.
Integration into the curriculum
This learning scenario is multidisciplinary and can be integrated into almost any subject across the curriculum. It also relates to critical thinking and trains verbal skills.
KEYWORDS
communication nonverbal communication creativity group work
DICTIONARY
Citizenship: A set of rights (e. g. voting and access to welfare) and responsibilities (e. g. participation).
Democracy: A system of government where the people have final authority, which they exercise directly or indirectly through their elected agents chosen in a free electoral system.
Diversity: Genuine respect for and appreciation of difference, central to the idea of pluralism.
Freedom of expression: A fundamental human right. It is used to indicate not only the freedom of verbal speech but any act of seeking, receiving, and imparting information.
Freedom of information: The right of citizens to access information held by public bodies.
Freedom of speech: It emerged as a legal principle in 17th-century England among parliamentarians who wanted to preserve their ability to speak freely in parliament without fear of punishment from the crown.
Freedom of the press: The media being free from direct censorship or control by governments.
Hate speech: Any communication that causes hatred of a defined group of people because of their collective characteristics (ethnicity, gender, sexuality, etc.).
Human rights: A set of rights and protections regarded as necessary to protect the dignity and self-worth of a human being.
GABRIJELA ČORKOVIĆ
from Trgovačka škola in Zagreb, Croatia
Gabrijela is an English teacher, and has been teaching secondary school for over 20 years.
Literacy Competence
Students will search the Internet during collaboration on GoogleSlides. When doing research, they will need to extract key data (critical thinking) and present them in an appropriate way.
GABRIJELA ČORKOVIĆ
teacher from Trgovačka škola Zagreb, Croatia
Multilingual competence:
When researching and creating digital materials, students will use English and their native language and expand their vocabulary in the field of human rights.
Trends
Project-based learning Collaborative learning Visual search and learning
Student-centered learning
Critical Thinking
Information Literacy:
Students are encouraged to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals.
Information Literacy:
Students are encouraged to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals.
Multilingual competence:
When researching and creating digital materials, students will use English and expand their vocabulary in relation to fake news and misinformation.
Entrepreneurship:
Students will create their own content and think critically.
Digital competence:
Students will create publicly available entries in the selected digital tools.
Civic competence:
Students will learn about copyrights and ethical use of the creative work of others. They will understand better why this right is important. Through collaboration with other students, they will have the opportunity to practice and acquire the skills of logical thinking, communication and cooperation.
Entrepreneurship:
Students will create their own content and think critically.
KEYWORDS
freedom expression citizenship democracy constitution diversity equality
Effective verbal and written communication: Students will foster the ability to convey ideas, thoughts, and information clearly and concisely in both oral and written form, adapting communication style to the audience and purpose. Active listening and comprehension: Students will develop the ability to attentively listen to others, understand their perspectives, and respond thoughtfully and appropriately. Nonverbal communication: Students will foster the ability to interpret and utilize nonverbal cues, such as facial expressions, body language, and tone of voice, to enhance understanding and build rapport.
Intercultural communication: Students will develop the ability to effectively communicate with people from diverse cultural backgrounds, demonstrating sensitivity to cultural norms and values.
Integration into the curriculum
This learning scenario can be linked to several subjects, such as History and Philosophy. In English as a Foreign Language, the content of this learning scenario corresponds most closely to the topics of Human Rights which is studied in the 11th year in regular courses. Students are enabled to acquire creative ICT skills as well as communication ones.
Information Literacy
Students are encouraged to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals.
Digital competence:
Students will create publicly available entries in the selected tools.
Entrepreneurship:
Students will create their own content and think critically.
Personal, social competence and competence to learn how to learn:
Students will practice communication skills through teamwork.
Media Literacy:
Students learn that media messages are constructed, and learn how to decode media messages.
Literacy Competence:
Students will read different types of texts during the game, they will need to employ critical thinking skills to comprehend the tasks and the texts.
DICTIONARY
Copyright – Legal protection that gives creators exclusive rights to their original work, preventing others from using it without permission. Ethics – Moral principles that guide behavior, helping individuals determine right from wrong. Plagiarism – Copying someone else’s work or ideas without giving proper credit, presenting it as your own. Intellectual Property – Creations of the mind, such as inventions, designs, and artistic works, that are legally protected. Digital Citizenship – Responsible and respectful use of technology and the internet, ensuring safe and ethical online behavior.
Trends
- Flipped Classroom
- Collaborative learning
- Project-based learning
- Student-centered learning
- Peer learning
- Lifelong learning
- Exploratory learning
Literacy Competence:
Students will read different types of texts during research such as newsletters, social media posts. When working on their product and creating a certain type of fake news, they will need to search and find appropriate sources of information and enhance their critical thinking skills.
KEYWORDS
media literacy news literacy critical thinking fake news misinformation fact-checking journalism
Entrepreneurship:
Students will use their creativity to create their advertisement and think critically about its content.
DICTIONARY
Democracy: A system of government where the people have final authority, which they exercise directly or indirectly through their elected agents chosen in a free electoral system. Human rights: Rights inherent to all human beings, regardless of race, sex, nationality, ethnicity, language, religion, or any other status. Human rights include the right to life and liberty, freedom from slavery and torture, freedom of opinion and expression, the right to work and education, and many more. Freedom of expression: A fundamental human right. It is used to indicate not only the freedom of verbal speech but any act of seeking, receiving, and imparting information. Communication: A process by which information is exchanged between individuals through a common system of symbols, signs, or behavior.
Empathy: The action of understanding, being aware of, being sensitive to, and vicariously experiencing the feelings, thoughts, and experience of another.
Cultural awareness and competence of expression:
As students will learn about the universal right to access information and why this is important to them, to societies, and for democracy they will have the opportunity to become aware of the importance universal right to access information for them and all persons around the world. The activity encourages them to seek, receive and impart information from different sources, perspectives, and cultures. They will need to present their discoveries in an appropriate way so that other students can learn from their digital materials.
Trends
- Project-based learning
- Lifelong learning
- Exploratory learning
- Collaborative learning
- Peer learning
- Student-centered learning
- Creativity in communication
Information Literacy:
Students will study diverse types of creative work. When working on their assignment and stating their opinion of whether the use of artistic work or other creative form of creative work which is protected by copyright, is ethical or unethical they need to find appropriate sources of information and practice their critical thinking.
Information Literacy:
Students are encouraged to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals.
Integration into the curriculum
The incorporation of the "Escape Propaganda" workshop into the education system could be implemented in various ways. One possibility is to integrate it into the EFL and social studies curriculum, specifically when exploring the topic of politics and regimes. Furthermore, the workshop could also serve as a platform for students to explore their own biases and beliefs, which can help them become more aware and critical consumers of media.
DICTIONARY
Misinformation: Information that is misleading, erroneous or false. While misinformation is sometimes created and shared intentionally, it is often created unintentionally or as humor and later mistaken as a serious claim by others.
Disinformation: False information spread in order to deceive people
Fake news: The term once referred to misinformation designed to look like legitimate news, but the term has been rendered meaningless and counterproductive through overuse and political weaponization.
Fact-checking: The process of verifying the factual accuracy of questioned reporting and statements
Media literacy: An expanded conceptualization of literacy that includes the ability to access and analyze media messages as well as create, reflect and take action, using the power of information and communication to make a difference in the world
News Literacy: The acquisition of 21st-century, critical-thinking skills for analyzing and judging the reliability of news and information, differentiating among facts, opinions and assertions in the media we consume, create and distribute
Clickbait: An internet story, title, image, etc. that is intended to attract attention and encourage people to click on a link
Deepfake: A video or sound recording that replaces someone's face or voice with that of someone else, in a way that appears real
- ÁSTA SVANHVÍT SINDRADÓTTIR
- BRYNDÍS GARÐARSDÓTTIR
- HARPA KRISTÍN EINARSDÓTTIR
- HULDA EGILSDÓTTIR
teachers from Fjölbrautaskóli Suðurnesja, Reykjanesbær, Iceland
GABRIJELA ČORKOVIĆ
from Trgovačka škola in Zagreb, Croatia
Gabrijela is an English teacher, and has been teaching secondary school for over 20 years.
Media Literacy:
Students learn that media messages are constructed, and learn how to decode media messages.
KEYWORDS
media representation stereotype influence selfie
Digital competence:
Students will develop the ability to navigate and utilize various digital communication platforms, including social media, email, and video conferencing, for personal and professional purposes.
Multilingual competence:
When researching and creating digital materials, students will use English and their native language and expand their vocabulary in the field of propaganda and regimes. Students articulate their ideas and opinions, developing effective communication skills.
Media Literacy:
Students learn that media messages are constructed, and learn how to decode media messages.
Digital competence:
Students will search credible websites to recheck a certain news report. They will create digital news reports with the tools and share them on an online platform (Wakelet).
Literacy Competence:
Students will read different types of texts during research: UN Universal Declaration of Human Rights and selected constitutions. When doing research, they will need to extract key data (critical thinking) and present them in an appropriate way.
Personal, social competence and competence to learn how to learn:
As students will cooperate in pairs and small groups, they will practice communication skills and teamwork.
Entrepreneurship:
Students will create their own content and think critically.
DICTIONARY
Communication: a process by which information is exchanged between individuals through a common system of symbols, signs, or behavior
Verbal communication: human interaction through the use of words, or messages in linguistic form
Non-verbal communication: transfer of information from one person to another without the use of words or spoken language
Multilingual competence:
While doing research work and creating digital materials/ content, students will expand their vocabulary both in English and their native language.
Media Literacy:
Students will have the ability to access and analyze media messages as well as create, reflect and take action, using the power of information and communication to make a difference in the world.
Trends
• Collaborative learning
• Lifelong learning
• Student-centered learning
• World Cafe method
Personal, social competence and competence to learn how to learn:
As students will cooperate in groups, they will practice communication skills and teamwork.
Trends
• critical thinking
• collaborative learning
• peer learning
• student-centered learning
• visual learning
Critical Thinking, Problem Solving and Collaboration:
Through discussion and team work, applying critical thinking skills, students analyse and evaluate human rights issues, and identify root causes of violations and explore potential solutions.
Cultural awareness and competence of expression
As students will learn about different constitutions, they will have the opportunity to become aware of the importance of human rights, both in their country and the world. They will need to present their discoveries in an appropriate way so that other students can learn from their digital materials.
Media Literacy:
In this activity media literacy is an expanded conceptualization of literacy that includes the ability to access and analyse media messages as well as create, reflect, and take action, using the power of information and communication to make a difference in the world.
Media Literacy:
Students will have the ability to access and analyze media messages as well as create, reflect and take action, using the power of information and communication to make a difference in the world.
Integration into the curriculum
The lesson can be integrated into any national curriculum, and it especially fits under the umbrella of civics, ICT and media education.
Personal, social competence and competence to learn how to learn:
As students will cooperate in groups, they will practice communication skills and teamwork.
- CLARA ABEGÃO, ANDRÉ LARA RAMOS (teachers)
- ANA SILVA, ANDRÉ SOPA, BEATRIZ LEANDRO & PEDRO GONÇALVES (students)
from Escola Secundária Pinheiro e Rosa, Faro, Portugal
Multilingual competence:
When researching and creating digital materials, students will use English and their native language and expand their vocabulary in the field of media representation.
Critical Thinking, Problem Solving and Collaboration:
Through discussion, students analyze propaganda techniques and evaluate their impact on democratic societies. Participants develop strategies to counter propaganda and resist its effects, improving their problem-solving skills.
Multilingual competence:
When researching and creating digital materials, students will use English and expand their vocabulary in relation to human rights, information, and civic life.
Integration into the curriculum
This learning scenario can be linked to several subjects, such as Sociology, Political science, and ethics. It also relates to creative and critical thinking and trains technical skills.
Digital competence:
Students will create publicly available entries in the selected digital tools.
Cultural awareness and competence of expression:
As students will learn about democracy and discourse, they will have the opportunity to become aware of the importance of safekeeping democratic values, both in their country and the world. The activity encourages them to seek, receive and impart information from different sources, perspectives, and cultures. They will need to present their discoveries in an appropriate way so that other students can learn from their digital materials.
Digital competence:
Students will create digital material (a poster, social media post or a flyer) with the tools made available to them.
Integration into the curriculum
The lesson can be integrated into any national curriculum, and it especially fits under the umbrella of civic education.
TOPICS FOR RESEARCH
1. Freedom of speech in the digital age How does the concept of freedom of speech apply to online platforms? What challenges and opportunities does the digital age present for democratic discourse? 2. Role of social media in shaping public opinion
Discuss the impact of social media on democratic dialogue.
How can social media be used to enhance democratic values, and what are the potential pitfalls?
3. Civic education in schools
Should civic education be mandatory in schools?
How can schools promote democratic values and discourse among students? 4. Fake news and misinformation Explore the role of misinformation in undermining democratic discourse. How can citizens distinguish between reliable and unreliable sources of information?
5. Public protests and democratic expression Analyze the role of public protests in democratic societies.
When do protests contribute positively to democratic discourse, and what challenges may arise?
6. Preservation of minority rights
Explore the balance between majority rule and the protection of minority rights.
Discuss examples where democratic discourse has safeguarded minority rights.
7. Human rights and democratic values
Explore the intersection of human rights and democratic principles.
How can democratic discourse promote the protection of human rights?
8. Censorship and freedom of expression
Discuss the ethical considerations of limiting freedom of expression.
How can societies balance the need for security with the principles of democratic discourse?
The students may choose one of the following topics, the one that they are most interested in.
KEYWORDS
rights declaration constitution freedom equality
Information Literacy:
Students are encouraged to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals.
Integration into the curriculum
This learning scenario can be linked to several subjects, such as sociology and media literacy, ethics. It also relates to critical thinking, Teachers will get learners to become aware of the potential consequences of misinformation and disinformation to themselves and wider society and to recognize different types of misinformation and disinformation.
Teachers will get students to learn criteria that will help them evaluate websites, and apply the criteria to a website to determine its trustworthiness and help them to use web 2.0 tools effectively to participate in the tasks in the learning scenario. able to express their ideas about certain fake reports and stories in English.
Information Literacy:
Students are encouraged to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals.
Civic competence:
Students will learn about their rights and understand better why this right is important for them self and the society. Through collaboration with other students, they will have the opportunity to practice and acquire the skills of cooperation, communication, and cooperation.
GABRIJELA ČORKOVIĆ
from Trgovačka škola in Zagreb, Croatia
Gabrijela is an English teacher, and has been teaching secondary school for over 20 years.
KEYWORDS
misinformation disinformation fake news satire false context imposter content manipulated content fabricated content
Multilingual competence:
When researching and creating digital materials, students will use English and their native language and expand their vocabulary in the field of misinformation.
Trends
Collaborative learning Discussion-based learning Learning to learn Student-centered learning Critical Thinking Lifelong Learning
Information Literacy:
Students will foster the ability to convey ideas, thoughts, and information clearly and concisely in both oral and written form, adapting communication style to the audience and purpose.
Personal, social competence and competence to learn how to learn:
Communication skills will be practiced in teamwork. Critical and logical thinking skills will be practiced by categorization of a statement.
Personal, social competence and competence to learn how to learn:
As students will cooperate in groups, they will practice communication skills and teamwork.
ÁSTA SVANHVÍT SINDRADÓTTIR and BRYNDÍS GARÐARSDÓTTIR
teachers from Fjölbrautaskóli Suðurnesja in Reykjanesbær, Iceland
Integration into the curriculum
The lesson can be integrated into any national curriculum, and it especially fits under the umbrella of civic education and EFL.
Entrepreneurship:
Students will use their creativity to create their advertisement and think critically about its content.
Civic Competence:
Students will be motivated participants thinking critically about journalism and social media. They will deepen their critical understanding of how journalism can better serve democracy. They will be a more discerning consumer of information found online, by thinking about the broad spectrum of misinformation and disinformation. Through collaboration with other students, they will have the opportunity to practice and acquire the skills of cooperation, and communication.
Literacy Competence:
Students will foster the ability to generate original ideas, solve problems innovatively, and approach challenges from different perspectives. Students will develop the ability to use imagination to create new ideas, scenarios, and stories, engaging others through storytelling techniques. Students will develop the ability to adapt to changing circumstances, embrace new ideas, and adjust creative approaches as needed.
Integration into the curriculum
The lesson can be integrated into any national curriculum, and it especially fits under the umbrella of civic education. As the Eurydice Report on Citizenship Education in Europe (2012) suggests: “Citizenship education refers to the aspects of education at school level intended to prepare students to become active citizens, by ensuring that they have the necessary knowledge, skills and attitudes to contribute to the development and wellbeing of the society in which they live.” (Eurydice, 2012: 8)
KEYWORDS
access to information human rights United Nations civil rights Sustainable Development Goals
KEYWORDS
copyright ethics plagiarism intellectual property digital citizenship
Trends
Collaborative learning
Lifelong learning
Exploratory learning Student-centered learning
Soft skills development
Equity and inclusion
Civic competence:
Through research, students will observe the values of other cultures as well as their own, and through cooperation with other students, they will understand the connection between human rights and active citizenship, and explore the importance of civic engagement and social responsibility.
Civic competence:
Throughout their research activities, students will observe the values of other cultures as well as their own. Cooperation and respect implemented in partnership, the ability to carefully listen to others become core concepts students will better understand and value.
KEYWORDS
propaganda democracy disinformation democratic values interactive engagement
INF LIT HANDBOOK for teachers
gabrijelacorkovic
Created on January 21, 2024
10 lessons on information literacy, created through an Erasmus+ KA2 project
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Transcript
Learning Scenarios / Information Literacy
INFORMATION LITERACY:
LEARNING SCENARIOS
02 Escape Propaganda
01 Freedom of Expression
03 Human Rights
05 Democratic Discourse
06 Lifelong Learning
04 Access to Information
07 Communication
08 Representation in Media
09 Copyright and Ethics
10 Misinformation
Learning scenarios / Information Literacy /
01 FREEDOM OF EXPRESSION
Learning scenario 01
FREEDOM OF EXPRESSION
This learning scenario aims to offer answers to those questions and to inspire students to do additional research and become citizens that are more responsible.
We know we have certain freedoms and liberties as citizens of the free world. However, do we know what the span of those freedoms is, which documents define them, or even how different or similar those freedoms are from one country to another?
ACTIVITIES
AUTHOR
AIMS & OUTCOMES
SUMMARY
TRENDS
KEYWORDS
DICTIONARY
SKILLS
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
01 FREEDOM OF EXPRESSION
LESSON SUMMARY
Online teaching material
Powerpoint presentation for teachers
Subject
Topic
Age of Ss
Class size
Prep time
Duration
Licences
English as a Foreign Language, Civics, History
Universal Declaration of Human Rights
Freedom of Expression
UNESCO's Think Critically, Click Wisely!
16 - 19
Constitute Project: constitutions
15-30 students
Wakelet
60 minutes
Padlet example
90 minutes
puzzle cutouts - 1 set per group
CC BY-NC-ND 4.0
Offline teaching material
Ss’ mobile phones or other devices
Integration into the curriculum
a TV screen
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
01 FREEDOM OF EXPRESSION
FREEDOM OF EXPRESSION
01
AIM OF THE LESSON: Students will learn about the span of freedom of expression, and about constitutions as documents with a common idea. Students will also be provided with material for additional research, all with the main aim of students becoming more responsible, inclusive and tolerant citizens.
At the end of the lesson students can define the following terms: citizenship, freedom of expression, freedom of information, freedom of speech, democracy, diversity, equality, hate speech, freedom of the press, human rights.
OUTCOME 1
At the end of the lesson students are familiar with the Universal Declaration of Human Rights, especially with Article 19.
OUTCOME 2
At the end of the lesson students are able to differ freedom of expression from freedom of speech, and become aware of their respective limitations.
OUTCOME 3
At the end of the lesson students are able to understand the importance of a constitution for a citizen and to become aware of their national constitution in the European and the world context.
OUTCOME 4
OUTCOME 5
At the end of the lesson students can create a collection of their work.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
01 FREEDOM OF EXPRESSION
21st CENTURY SKILLS
INFORMATION, MEDIA & TECHNOLOGY SKILLS
KEY SUBJECTS & 21ST CENTURY THEMES
LIFE & CAREER SKILLS
Cultural Awareness
Information Literacy
Literacy Competence
Entrepreneurship
Media Literacy
Multilingual Competence
Social Competence
Digital Competence
Civic Competence
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
01 FREEDOM OF EXPRESSION
ACTIVITIES: part 1, Freedom of expression
PART 2
INTRODUCTION (10')
The teacher shows the students the title slide of the presentation saying “Freedom of Expression” and then asks them to open the prepared Padlet (via its QR code) and write what they consider freedom of expression. The teacher needs to open the padlet on the TV or the projector: as the students write their thoughts, they can be seen on the screen.
DEFINITIONS (15')
The teacher shows the students slide 3 and divides the students into groups (each group needs one set of cutouts from slides 4-9) and explains that they need to match definitions with the words/phrases in groups (the teacher can prepare a reward for the winning group). After the students have matched the cutouts successfully, the teacher goes through slides 4-9 and comments with students: Did something surprise/confuse you? What is the difference between…? What is a broader term, freedom of expression or freedom of speech? etc.
RESEARCH IN GROUPS (10')
The teacher shows slide 10 and asks students in groups to do research on the Internet, using their mobile phones or other devices: the task is to find the UN Universal Declaration of Human Rights and then to find the article which mentions the freedom of expression. Students share their findings out loud and then the teacher shows slide 11, with Article 19. A short discussion follows with students’ comments.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
01 FREEDOM OF EXPRESSION
ACTIVITIES: part 2, Freedom of expression in my everyday life
RESEARCH IN GROUPS (25')
PART 3
The teacher proceeds to slides 12-14 and asks students: Do you think that you have freedom of expression? When was the last time you exercised your right to freedom of expression? Where do you see examples of freedom of expression in your daily life? A short class discussion develops before the teacher gives students the task: to find visual examples (images) of freedom of expression in our everyday lives and upload them to a prepared Wakelet collection (the teacher prepares a public collection before the class and shares the link with students). For research, students use their mobile phones or other devices. Slides 15-21 are examples of what students might find - they range from fashion statements, religious freedoms to activism and political cartoons. The teacher shows the students’ collection on the screen and a short discussion follows about their findings. For recap, the teacher shows slides 15-21.
DISCUSSION (10')
The teacher shows slide 22 and asks the students “Should freedom of expression have limitations?” after which a short class discussion follows when students read slides 23-24.
RESEARCH IN GROUPS (15')
The teacher shows the question on slide 25 and waits until students come up with the answer: constitution. If students need help, the teacher asks additional questions or gives hints. Next, the students start new research task shown on slide 27: choose a country and copy&paste those parts of constitutions in the Wakelet collection from the previous task (they need to provide the link to the constitution and copy the text of the articles. (On slides 28-29 are examples from constitutions of our project partners).
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
01 FREEDOM OF EXPRESSION
ACTIVITIES: part 3, Freedom of expression & the press
DISCUSSION (10')
The teacher shows slides 31-32 and discusses the statements with the students.
CONCLUSION (5')
To conclude the topic, the students need to go back to that Padlet from the beginning and edit their entries - this also serves as self-evaluation of their participation and comprehension.
ASSESSMENT
The Padlet used in the lesson serves as self-evaluation of students’ participation and comprehension (entries at the beginning and the end of the lesson). The task can also be used for peer-assessment and as such assigned for homework.
DOWNLOAD THIS LEARNING SCENARIO IN PDF FORMAT
Download the .pdf format here.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
02 ESCAPE PROPAGANDA
Learning scenario 02
ESCAPE PROPAGANDA
Through the "Escape Propaganda" workshop, students will not only gain a deep understanding of propaganda but also learn practical skills to resist and counter it. The workshop "Escape Propaganda" employs the escape room technique to facilitate immersive and interactive learning in the field of mainstream education.
Learning about democracy and propaganda is crucial for students in today's world. As democratic societies face increasing challenges from propaganda and disinformation, it is essential to develop a robust understanding of these phenomena. This knowledge is critical for individuals to make informed decisions, participate in the democratic process, and safeguard democratic values.
ACTIVITIES
AUTHORS
AIMS & OUTCOMES
SUMMARY
TRENDS
KEYWORDS
DICTIONARY
SKILLS
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
02 ESCAPE PROPAGANDA
LESSON SUMMARY
Subject
Topic
Age of Ss
Class size
Prep time
Duration
Licences
Online teaching material
English as a Foreign Language, ESL, Social Science and History
Powerpoint presentation for teachers
Escape Propaganda Quiz (Quzizz)
Escape Propaganda
Seven most popular propaganda techniques quiz (Quizizz)
16 - 19
15-30 students
Offline teaching material
45 minutes
Escape Propaganda - handout for Ss
60 minutes
Escape Propaganda - handout for Ts
CC BY-NC-ND 4.0
a TV screen
Integration into the curriculum
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
02 ESCAPE PROPAGANDA
ESCAPE PROPAGANDA
02
AIMS OF THE LESSON:
1) to equip students with a nuanced understanding of propaganda, its tactics, and its impact on democratic societies, through an immersive and interactive learning experience using the "Escape Propaganda" workshop 2) to improve students’ critical thinking skills
At the end of the lesson students can define the following terms: propaganda, democracy, disinformation, democratic values, interactive engagement.
OUTCOME 1
At the end of the lesson students will be able to recognize and resist propaganda in their daily lives and develop a deeper appreciation for the importance of democratic values and critical thinking.
OUTCOME 2
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
02 ESCAPE PROPAGANDA
21st CENTURY SKILLS
INFORMATION, MEDIA & TECHNOLOGY SKILLS
KEY SUBJECTS & 21ST CENTURY THEMES
LIFE & CAREER SKILLS
Information Literacy
Social Competence
Literacy Competence
Media Literacy
Multilingual Competence
LEARNING & INNOVATION SKILLS
Civic Competence
Problem Solving
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
02 ESCAPE PROPAGANDA
ACTIVITIES:
NEXT
INTRODUCTION (10')
The teacher starts with slide 2 of the presentation and creates a dramatic beginning by reading a message from “The Chamber of Truth” that will lead to the game “Escape Propaganda”. The teacher asks the students if they have heard of escape room games (slide 3) and continues with explaining how the technique will be used in the workshop. The teachers shows slide 4 and divides students into groups of 3 - 4 (optional: teacher invites students to pick their team’s name to cultivate their connection as a team), after which the teacher explains to students they will receive the first puzzle they have to solve, and only after solving the puzzle correctly, students will receive the second puzzle etc. Finally, the teacher hands out one answer sheet to each group and emphasizes writing the answers there.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
02 ESCAPE PROPAGANDA
ACTIVITIES:
NEXT
SOLVING THE PUZZLES (40')
Students receive their first puzzle (slide 5) and begin to solve it in their dedicated groups. After finishing, they approach the teacher and show their answer sheet for the teacher to check. If the teacher approves the answers, students receive their next puzzle. During that time, the teacher is welcome to cheer up students by saying phrases like “Team X has finished the first task, who is the next team to finish it?” In Escape Propaganda 1: Define it - teacher has to check if students have created the simplest possible explanation for both terms. (slide 5) In Escape Propaganda 2: Quiz - teacher has the answers. If there is a mistake, the teacher is recommended not to say which question is incorrect since it is easy to just guess the answer again. (slide 6) In Escape Propaganda 3: Decode the quote - students will decode one of the most famous propaganda quotes. (slide 7) In Escape Propaganda 4: Reading Comprehension - students read short descriptions of 7 most popular propaganda techniques and do a true or false task. Teacher has the answers to check it. For this task, the teacher should not mention which if any of the statements is analyzed incorrectly since it is also easy to cheat after by switching the incorrect true or false to correct true or false. (slide 8) In Escape Propaganda 5: Uncover Propaganda - students use the previous texts to analyze the posters. Note that in some posters more than one technique can be seen. The teacher must analyze students' answers based on their argumentation. (slide 9)
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
02 ESCAPE PROPAGANDA
ACTIVITIES:
CONCLUSION AND FEEDBACK (10')
When the first group has finished, the teacher announces the end of the Escape Propaganda (the teacher can also choose to continue until 1 or 2 more teams finish) and congratulate the team that has been the fastest. Additionally, students share what was the most interesting part for each group in a discussion, they share their newly found knowledge. Addition: the teacher can hold "a debriefing session" to discuss the challenges, solutions, and how they connect to the lesson's learning objectives, reinforce key concepts and clarify any misconceptions. For vocabulary and comprehension reinforcement, the teacher can assign 2 quizzes for homework (online form), the quiz from puzzle 2, and the quiz from puzzle 4.
STUDENT FEEDBACK
Possible student feedback during discussion: "I learned about propaganda and how it can manipulate people. The Propaganda Techniques task was very interesting." "The workshop was fun, and I learned to think for myself and not just believe everything I hear." "Propaganda is a serious issue that can harm democracy. The workshop showed me how to be more aware of it and play a role in protecting our values."
DOWNLOAD THIS LEARNING SCENARIO IN PDF FORMAT
Download the .pdf format here.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
03 HUMAN RIGHTS
Learning scenario 03
HUMAN RIGHTS
This lesson plan aims to engage students in a comprehensive exploration of the Universal Declaration of Human Rights (UDHR) and inspire critical discussions on the significance of protecting these fundamental rights.
Activities will include group discussions, multimedia presentations, and reflective exercises to encourage students to contemplate their own capacity to contribute to a more just and equitable world.
ACTIVITIES
AUTHOR
AIMS & OUTCOMES
SUMMARY
TRENDS
KEYWORDS
DICTIONARY
SKILLS
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
03 HUMAN RIGHTS
LESSON SUMMARY
Online teaching material
presentation for teachers
video 1: Human rights in two minutes
Subject
Topic
Age of Ss
Class size
Prep time
Duration
Licences
English as a Foreign Language, Civics, History
video 2: You Are Powerful
Human Rights
Mentimeter sample
16 - 19
Wakelet collection
15-30 students
Canva tool
45 minutes
Offline teaching material
handout 1: Preamble to the UDHR
60 minutes
handout 2: Articles of the UDHR
CC BY-NC-ND 4.0
students’ mobile phones
Integration into the curriculum
a TV screen
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
03 HUMAN RIGHTS
HUMAN RIGHTS
03
AIMS OF THE LESSON:
Students will be able to analyze the history of the Universal Declaration of Human Rights, compare the need for it in 1948 with the state of the world in 2024, and identify individual responsibilities in safekeeping universal human rights.
At the end of the lesson students can define the following terms: collective conscience, constitution, declaration, human rights, indivisible, interdependent, interrelated, preamble, violation.
OUTCOME 1
At the end of the lesson students will demonstrate an understanding of the key principles and articles of the Universal Declaration of Human Rights (UDHR).
OUTCOME 2
At the end of the lesson students will be able to identify real-world examples of human rights violations and understand the impact on individuals and communities.
OUTCOME 3
At the end of the lesson students will develop empathy by considering the experiences of individuals facing human rights challenges.
OUTCOME 4
At the end of the lesson students will develop the skills and mindset needed to actively contribute to the promotion and protection of these rights in their everyday lives and in their communities.
OUTCOME 5
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
03 HUMAN RIGHTS
21st CENTURY SKILLS
INFORMATION, MEDIA & TECHNOLOGY SKILLS
KEY SUBJECTS & 21ST CENTURY THEMES
LIFE & CAREER SKILLS
Cultural awareness
Information Literacy
Literacy Competence
Media Literacy
Entrepreneurship
Multilingual Competence
Social Competence
Digital competence
Civic Competence
LEARNING & INNOVATION SKILLS
Critical Thinking
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
03 HUMAN RIGHTS
ACTIVITIES:
NEXT
INTRODUCTION (20')
The teacher divides students into groups of 3-4 students and shows slide 2 of the presentation and asks the students If you had the chance to define human rights, what would you include? To answer the question, the students use their mobile phones or tablets by scanning the QR code on the slide, it takes them to a pre-prepared Mentimeter quiz. The teacher waits until all groups reply, and shows their live feedback on the screen. Possible answers: the right to speak freely; the right to live in peace; the right not to be hungry etc. The teacher then asks another question (slide 3): Is there a document protecting human rights? The students will probably mention “a declaration” or “a constitution”, after which the teacher plays "Video 1: Human Rights in two minutes" (slide 4). The teacher asks the students to compare their Mentimeter ideas and the historical ideas of the Declaration, and states that the world leaders have gathered to what they, the students, have just done - they defined what basic and universal human rights should be. To check the comprehension of the video before going on to the next step, the teacher asks questions on slides 5-7: 1) Explain the significance of the Universal Declaration of Human Rights and its adoption by the UN General Assembly. Answer: It was a means to prevent future atrocities and ensure shared values among people. 2) How are human rights interdependent, indivisible, and interrelated? Provide examples to support your answer. Answer: It means that the violation of one right can lead to the violation of other rights. For example, the violation of the right to adequate housing can result in the violation of the right to rest, education, and work. 3) What is the role of the state and individuals in ensuring the respect and protection of human rights? Why is collective conscience important in upholding human rights? Answer: The state has the responsibility to take necessary measures to uphold human rights, while individuals have a role in actively defending and respecting human rights. Collective conscience emphasizes that everyone is responsible for ensuring the well-being and rights of others.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
03 HUMAN RIGHTS
ACTIVITIES:
NEXT
DISCUSSION ON PARTS OF THE UDHR (20')
The teacher shows slide 8 which is a repetition of the content of the video - the teacher asks the students if they have any thoughts on what they can read on the slide, especially that the UDHR is not a law. The teacher hands each group Handout 1: Preamble to the Universal Declaration of Human Rights, and tells them they need to read the text of the preamble and answer only one question after reading (slide 9): What are the similarities between your group's ideas from the introduction and the ideas set forth in the Preamble? Possible answers: basic, equal rights; freedom of speech; peace in the world. The teacher hands each group page 1 of Handout 2: Articles of the Universal Declaration of Human Rights and tells them they need to combine 14 selected articles out of 30. When students are finished, the teacher shows them each correct answer (slide 10-15).
CONCLUSION (20')
The teacher then gives students page 2 of Handout 2: Articles of the Universal Declaration of Human Rights and asks them to read all the articles. There is a note saying: This version of the Universal Declaration of Human Rights has been simplified by Amnesty International UK and is especially useful for younger people, so the teacher emphasizes that. The teacher turns to slide 16 and asks another question: Are some of the ideals stated in 1948 still ideals in 2024? Can we all do anything to change that, and what? Possible answers: we can help and volunteer in our communities, educate people, read more about human rights violations etc. The teacher then shows a video called You Are Powerful (slide 17), warning students there will be disturbing images. After watching, the teacher asks the students if they feel part of the society and either powerful or weak, and a short discussion ensues. It is important to emphasize that the message of the activity is not to become reckless and endanger our lives, but that every human has the responsibility and duty to react to violations of human rights, in any way possible.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
03 HUMAN RIGHTS
ACTIVITIES:
HOMEWORK
The teacher assigns a task for homework (slide 18): 1) Each student needs to think about the relevance and importance of human rights in their own lives and identify any instances where they have witnessed or experienced a violation of human rights. They should also think of actions they can take to promote human rights in their communities. 2) They need to create a digital poster or an infographic representing this violation and the ways an average person/citizen can influence these violations. Their work needs to be shared to a Wakelet collection the teacher has prepared beforehand.
DOWNLOAD THIS LEARNING SCENARIO IN PDF FORMAT
Download the .pdf format here.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
04 ACCESS TO INFORMATION
Learning scenario 04
ACCESS TO INFORMATION
The students will also enrich their English vocabulary, practice teamwork skills, creativity, and IT skills.
In this lesson the focus is to teach about the universal right to access information and the reasons why this basic human right is important. This learning scenario is designed to open the eyes of students to the fact that access to information is not a privilege but their right.
ACTIVITIES
AUTHORS
AIMS & OUTCOMES
SUMMARY
TRENDS
KEYWORDS
DICTIONARY
SKILLS
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
04 ACCESS TO INFORMATION
LESSON SUMMARY
Online teaching material
Powerpoint presentation for teachers
video Access to Information
Subject
Topic
Age of Ss
Class size
Prep time
Duration
Licences
English as a Foreign Language, Civics, Social Science, Media Culture
video 2 Access to Information
UN: International Day for UAI
Access to Information
Right to Information
15 - 19
Pear Deck - interactive questions
Canva tool - digital material
15-30 students
QRFY tool - QR codes
45 minutes
Padlet tool - displaying Ss'work
75 minutes
Offline teaching material
handout for students
CC BY-NC-ND 4.0
computers or mobile devices
Integration into the curriculum
projector or smart board
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
04 ACCESS TO INFORMATION
ACCESS TO INFORMATION
04
AIM OF THE LESSON:
Students will understand the importance of the right to access information, and how it acts as a restrain on the government and public institutions and which groups do not have equal access to information.
At the end of the lesson students will have created an advertisement with the aim of raising people’s awareness about access to information.
OUTCOME 1
At the end of the lesson students will promote The International Day for Universal Access to Information held annually on September 28.
OUTCOME 2
At the end of the lesson students will be able to talk about the first introduction of the legislation about the right to access information (in 1766 in Sweden and Finland), and how it became a part of the Universal Declaration of Human Rights in 1948.
OUTCOME 3
OUTCOME 4
At the end of the lesson students will be able to create dig. material in Canva and create a QR code.
At the end of the lesson students will enrich their English vocabulary, practice teamwork skills, creativity, and IT skills.
OUTCOME 5
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
04 ACCESS TO INFORMATION
21st CENTURY SKILLS
INFORMATION, MEDIA & TECHNOLOGY SKILLS
KEY SUBJECTS & 21ST CENTURY THEMES
LIFE & CAREER SKILLS
Information Literacy
Cultural Awareness
Literacy Competence
Entrepreneurship
Media Literacy
Multilingual Competence
Personal Competence
Digital Competence
Civic Competence
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
04 ACCESS TO INFORMATION
ACTIVITIES:
NEXT
INTRODUCTION (15')
The teacher introduces the students to the topic of the lesson using the presentation and shows the students the first video (slide 2). After watching the video, the teacher shows students 3 interactive questions (slides 3-7): 1) When was the idea about the right to information first introduced? 2) Why is the right to access information so important? 3) Can you think of any groups that have limited access to information? The teacher then leads a discussion about the questions (Why are we asking about this? Why is this important?) and discusses the student’s feedback. Then the teacher shows the students the second video (slide 8) and follows the same procedure as after the first. The teacher asks students the following questions (slides 9-14): 4) With the sustainable development goals, all 193 UN countries have agreed to ensure public access to information for all people by which year? 5) Who needs the right to access information? 6) When is the international day for universal access to information?
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
04 ACCESS TO INFORMATION
ACTIVITIES:
NEXT
RESEARCH AND WORK ON ADVERTISEMENT (40')
The teacher divides the class into groups of 3 students, and gives each group a printed handout. (slides 15-16) In groups, students use 4 QR codes: 2 codes link to information pages about the subject, one links to the Canva tool and one to a tool to create QR codes, QRFY. The teacher gives students instructions for working in the tool, after which the groups use the Canva tool to create an advertisement of their choice about the International Day for Universal Access to Information and the importance of the right to access information. The students create QR codes to link to a webpage they think has the best information for further reading and incorporate those codes in their digital results.
CONCLUSION (20')
The students share their Canva work to a Padlet (prepared by the teacher beforehand) using their mobile devices or tablets/computers, after which each group explains the idea behind their advertisement, and the students comment, watching each other’s digital results. Then the students give feedback on the activity using a prepared exit card in Pear Deck, slides 17-18 (this can also be modified for peer assessment).
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
04 ACCESS TO INFORMATION
ASSESSMENT
The students' knowledge of the topic will be assessed through answers in quizzes and exit cards and with discussion with the students. Exit card (included in the presentation, slides 17-18) and example of students’ answers:
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ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
05 DEMOCRATIC DISCOURSE
Learning scenario 05
DEMOCRATIC DISCOURSE
presentations, and the emphasis will be on teamwork and collaborative learning. In addition to using digital tools students will learn about the origin of democracy and explore the possibilities of various contents related to Human Rights throughout the world.
Teaching about Democracy and a democratic citizenship encourages students to be more aware of their role in society and helps them to have an active participation in their own country and in our global world as well. Students will have the opportunity to research, after which they will create digital
ACTIVITIES
AUTHORS
AIMS & OUTCOMES
SUMMARY
TRENDS
KEYWORDS
DICTIONARY
SKILLS
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
05 DEMOCRATIC DISCOURSE
LESSON SUMMARY
Online teaching material
Powerpoint presentation for teachers
English as a Foreign Language, Philosophy, History
Subject
Topic
Age of Ss
Class size
Prep time
Duration
Licences
students’ collaborative presentation
Democratic Discourse
Compass: Manual for Human Rights Education with Young People
15 - 17
15-30 students
Democratic discourse: Kahoot quiz
30 minutes
websites for research: Google Scholar, Jstor, Sage Journals, WorldCat, Britannica
90 minutes
CC BY-NC-ND 4.0
Offline teaching material
computers or mobile devices
Integration into the curriculum
projector or smart board
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
05 DEMOCRATIC DISCOURSE
DEMOCRATIC DISCOURSE
05
AIM OF THE LESSON:
Students will learn about democracy and human rights and enrich their knowledge and vocabulary related to the topic. During research, processing research results and creating digital materials (quiz, PowerPoint), students will develop their creative and ICT skills and competencies as well as critical thinking skills.
At the end of the lesson students will exchange their digital materials in the form of posters and quizzes, and in this way, they will introduce other students to the content.
OUTCOME 1
At the end of the lesson students can define the following terms: discourse, democratic discourse, democracy.
OUTCOME 2
At the end of the lesson students will get familiar with reliable sources of information on the Internet: Google Scholar, Jstor, Sage Journals, WorldCat, Britannica.
OUTCOME 3
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
05 DEMOCRATIC DISCOURSE
21st CENTURY SKILLS
INFORMATION, MEDIA & TECHNOLOGY SKILLS
KEY SUBJECTS & 21ST CENTURY THEMES
LIFE & CAREER SKILLS
Information Literacy
Cultural Awareness
Literacy Competence
Entrepreneurship
Media Literacy
Multilingual Competence
Personal Competence
Digital Competence
Civic Competence
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
05 DEMOCRATIC DISCOURSE
ACTIVITIES:
NEXT
INTRODUCTION (20')
The teacher starts with an icebreaker activity: “Circle of Opinions”, asking the students to share their initial thoughts on democracy and discourse in a quick round (slide 2 of the presentation). Possible answers: freedom of speech, equality, inclusion, communication etc. The teacher provides a brief overview (slides 3-7) of the principles of democracy (emphasizing key aspects such as equality, representation, and civic engagement), and presents a brief definition of democratic discourse and its importance in a pluralistic society. Discuss* the role of dialogue in shaping democratic values, such as equality, justice, and civic participation asking: 1. How does dialogue facilitate an open exchange of ideas among individuals with diverse perspectives? 2. In what ways can diverse viewpoints contribute to the formation of democratic values? 3. How does dialogue help build understanding and empathy among citizens? 4. How does open discourse encourage citizens to participate actively in the democratic process? Can you think of examples where dialogue has led to positive societal changes? 5. How can responsible media practices contribute to democratic values, and what challenges might arise in ensuring a fair and informed public discourse? 6. How can classrooms become spaces that foster democratic values through open, respectful, and inclusive dialogue? *Optional: To conduct this discussion, according to the group of student’s characteristics, the teacher may also use Compass – Manual for Human Rights Education with Young People, and develop some of these activities (Annex I). The teacher instructs the students to participate (using their mobile phones) in the introductory Kahoot quiz, after which the teacher provides feedback on the results of the quiz and the students review the information they learned from the quiz.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
05 DEMOCRATIC DISCOURSE
ACTIVITIES:
NEXT
RESEARCH WORK (30')
The teacher divides the participants into groups of 4 students and asks the students to, using their smartphones, do research about the topic “democracy” and “(democratic) discourse”. The teacher starts by emphasizing the importance of using credible and reliable sources, encouraging students to check the authority and relevance of the information they find, and also, the need to give proper credit to sources and avoid plagiarism. The teacher shows slides 8-9 and provides information for specific platforms and databases where students can find reliable and scholarly information on democracy and discourse (Google Scholar, Jstor, Sage Journals, WorldCat, Britannica). The teacher asks groups to discuss and present their perspectives on the assigned topics, encouraging diverse viewpoints. After doing research, the students will start creating a PowerPoint based on their findings.
ORAL PRESENTATION (20')
The students share with the rest of the class the outcomes of their research work by using the PowerPoint they had created. After democratically electing a representative, the groups are invited to give a pitch (max 3-5 minutes per group) on the key aspects of their research.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
05 DEMOCRATIC DISCOURSE
ACTIVITIES:
CONCLUSION (20')
The teacher recaps the essential concepts and insights discussed during the workshop. The teacher shows slides 10-11 and:
ASSESSMENT
Evaluating the students' level of participation and engagement throughout the workshop: their involvement in discussions, group activities, and their responsiveness to questions. The teacher asks the students to use online presentation and design user friendly tools (Canva, Beautiful.AI, Zoho Show, Visme, Genially, Emaze or Piktochart, for example) to create visually appealing and engaging works about ONE of the topics here Students' work will be presented to the school community on either September15, International Day of Democracy, or the United Nations Day to Combat Hate Speech, celebrated on April 18 every year. This day, proclaimed by the UN General Assembly in 2021, aims to raise awareness of the dangers of hate speech and promote its prevention and combating.
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ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
06 LIFELONG LEARNING
Learning scenario 06
SPOTTING FAKE NEWS AS LIFELONG LEARNERS
disinformation and misinformation in different contexts, listing key tools to spot fake news online and in their everyday life. At the end of the lesson, they will be able to navigate the Internet at higher level of awareness.
Spotting fake news is one of those crucial lifelong learning habits. Students should be aware of the potential consequences of disinformation and misinformation for themselves and wider society, and should be able to recognize different types of
ACTIVITIES
AUTHORS
AIMS & OUTCOMES
SUMMARY
TRENDS
KEYWORDS
DICTIONARY
SKILLS
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
06 LIFELONG LEARNING
Online teaching material
LESSON SUMMARY
Powerpoint presentation for teachers
Mentimeter: sample quiz
English as a Foreign Language, Media Culture, Civics, Ethics
Subject
Topic
Age of Ss
Class size
Prep time
Duration
Licences
video 5 Ways To Spot Fake News
Spotting fake news as lifelong learners
video This is not Morgan Freeman
15 - 19
GoogleForm quiz Fake or real news
15-30 students
Wakelet
60 minutes
Offline teaching material
90 minutes
Handout 1: Fake or real?
Handout 2: Inventing fake news
CC BY-NC-ND 4.0
Fake news Handbook
Integration into the curriculum
students’ mobile devices
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
06 LIFELONG LEARNING
SPOTTING FAKE NEWS AS LIFELONG LEARNERS
06
AIM OF THE LESSON:
This learning scenario is going to help young learners to understand different types of fake news and help them realize this kind of disinformation actually dates back to the early 90s before internet and social media, and help them understand the ways misinformation and disinformation can shape their view of world around them.
At the end of the lesson, students will be able to express their overall opinion on the negative impact of fake news, and how they can take positive action.
OUTCOME 1
At the end of the lesson, students will be more confident in assessing the reliability of any online news source they encounter.
OUTCOME 2
At the end of the lesson, students will be able to assess indicators of reliability in online news sources and learn to be more aware of incomplete, misleading, or invented details in media materials and analyze them critically before sharing.
OUTCOME 3
At the end of the lesson, students will understand various types of misinformation and disinformation and apply them to different examples that they need to create.
OUTCOME 4
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
06 LIFELONG LEARNING
21st CENTURY SKILLS
INFORMATION, MEDIA & TECHNOLOGY SKILLS
KEY SUBJECTS & 21ST CENTURY THEMES
LIFE & CAREER SKILLS
Information Literacy
Cultural Awareness
Literacy Competence
Entrepreneurship
Media Literacy
Multilingual Competence
Personal Competence
Digital Competence
Civic Competence
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
06 LIFELONG LEARNING
ACTIVITIES:
NEXT
INTRODUCTION (15')
The teacher uses the presentation (slide 2) and tells the students to take their mobile phones since they will need to answer the question What is media literacy? The teacher then tells the students to scan the QR code on slide 3, which will take them to a Mentimeter quiz (needs to be prepared beforehand by the teacher with a new QR code) about Media Literacy: Provide at least 3 words regarding media literacy. The teacher also needs to prepare the ‘results’ hyperlink (a sample on slide 4), and then comment on the students’ ideas on media literacy. The teacher goes through slides 5-6, giving information about media literacy and defining important terms. Then the teacher introduces “Media literacy: 5 Key Questions” (slide 7), and points out what the media literate individual really means and without media literacy, we are about to be deceived by fake news and misinformation.
DEFINING THE TERMS (35')
The teacher shows slides 10-11 and asks the students about fake news: Have you ever come across fake news these days? If so, how did you know it was fake? Why do you think people write fake news stories? - Possible answers: on TikTok, obviously edited photos, to gain attention/followers etc. Slides 12-13 present the first fake reports and news having emerged in the history, explaining the term “yellow journalism”, while slide 14 offers some recent examples. The teacher then asks the students if they know the difference among fake news, misinformation and disinformation, after which the teachers shows slides 15 and 16 to define them.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
06 LIFELONG LEARNING
ACTIVITIES:
NEXT
DEFINING THE TERMS (continued)
On slide 17 the teacher introduces clickbait and deepfake, and asks the students to give examples, after which the teacher shows definitions on slide 18. The teacher shows the video on slide 19 and asks students questions: What are potential hazards of developing that technology? How can you tell today if videos are fake or real? After students’ feedback, the teacher continues to slides 20-22, explaining different disinformation/misinformation types. The teacher presents fake news examples with slides 23-29 and asks these questions: Is this real or fake news? How do you know? What did you look for to know if it was real or fake? and follows the same procedure for each slide. At last, the teacher starts the video on how to spot fake news on slide 30. The teacher asks students to summarize the 5 easy ways to spot fake news, and then mentions fact-checking websites Snopes.com, www.factcheck.org, transparencyreport.google.com/safe-browsing/search that everyone can use to fact-check daily news.
RESEARCH ON NEWS (15')
Task 1: The students are asked to work in pairs. The teacher gives students Handout 1, and shows the instructions for the task on slides 30-34. The students need to use their mobile devices to scan the QR code on slide 34, which will take them to a GoogleForms quiz where they need to decide if the given headlines are fake or real (the quiz needs to be prepared beforehand by the teacher). The students need to search the Internet and use the Fake news Handbook and submit their answers to the GoogleForm, after which the teacher gives live feedback to the class.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
06 LIFELONG LEARNING
ACTIVITIES:
INVENTING THE NEWS (20')
Task 2: The teacher organizes pair into groups of 4, and gives each group Handout 2, which follows slide 35: the students need to make up their fake news stories. Students use the misinformation types they have learned and create their own news. They can write which type of misinformation they used in the activity and post it on the Wakelet collection (created by the teacher beforehand).
CONCLUSION (15')
While watching each other’s work on Wakelet, students ask questions about the news: • Have you used sarcasm in your news? • What kind of things have you manipulated in your news? • Do you think it is a false context? • Have you used any fabricated image? This activity can be planned as a group discussion.
• What do you want people to think about this news? • Do you want to make the readers laugh? • Do you want the readers believe in something seriously? • Do you want to create a sensation?
ASSESSMENT
The students' knowledge of the topic will be assessed through the tasks: 1st activity: distinguishing between fake and true news, and 2nd activity: making up false stories appropriate to a certain type of fake news that have been presented in the lesson.
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ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
07 THE IMPORTANCE OF COMMUNICATION
Learning scenario 07
THE IMPORTANCE OF COMMUNICATION
In this activity students will have the opportunity to, in a primary phase, engage in a ludic dynamic, in which as they get to know and interact with all the participants, they also explore the prospect and consequences of misunderstandings in a regular day to day interaction.
Learning about communication is a crucial aspect in the development of a well-organized society. As human beings we engage in a panoply of activities in which we need clear and effective communication. Therefore, it’s essential to have the knowledge on how to make the best out of the interactions we have with each other.
ACTIVITIES
AUTHORS
AIMS & OUTCOMES
SUMMARY
TRENDS
KEYWORDS
DICTIONARY
SKILLS
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
07 THE IMPORTANCE OF COMMUNICATION
LESSON SUMMARY
Online teaching material
The Uncomfortable - a collection of deliberately inconvenient objects
The Art of Effective Communication
Subject
Topic
Age of Ss
Class size
Prep time
Duration
Licences
Any school subject
AnswerGarden
Communication
Poster Effective Communication
15 - 18
various tools for collaborative learning (e. g. GoogleDocs, GoogleSlides, Padlet etc.)
15-30 students
Europeana resources: https://shorturl.at/ejqxA https://shorturl.at/hmtG1 https://shorturl.at/gvzNS https://shorturl.at/bEQRW
15 minutes
45 minutes
Offline teaching material
Screen projector
CC BY-NC-ND 4.0
White board / Chalkboard with respective writing materials
Integration into the curriculum
computers or students’ mobile devices
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
07 THE IMPORTANCE OF COMMUNICATION
THE IMPORTANCE OF COMMUNICATION
07
AIM OF THE LESSON:
This learning scenario will enhance understanding of communication fundamentals (verbal, nonverbal cues), develop nonverbal communication analysis and interpretation skills, promote creative communication approaches, enhance self-awareness of communication style, foster respectful and effective communication among peers, and explore the relationship between communication and creativity.
At the end of the lesson, students will be able to recognize some effective communication skills that, by exploring them in future interactions, will help them achieve the benefits of efficacious communication such as an improvement in the quality of social interactions and increased confidence in engaging with others in a social context.
OUTCOME 1
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
07 THE IMPORTANCE OF COMMUNICATION
21st CENTURY SKILLS
INFORMATION, MEDIA & TECHNOLOGY SKILLS
KEY SUBJECTS & 21ST CENTURY THEMES
LIFE & CAREER SKILLS
Information Literacy
Communication
Literacy Competence
Entrepreneurship
Media Literacy
Multilingual Competence
Personal Competence
Digital Competence
Civic Competence
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
07 THE IMPORTANCE OF COMMUNICATION
ACTIVITIES:
NEXT
INTRODUCTION (15')
The teacher begins by dividing the students in groups (optional/it can be one big group) and explains the rules of “The telephone game” in which each group makes a line facing each other's backs. The first student in line is facing the whiteboard/chalkboard and has the respective appropriate writing utensil while the last student in line is given a secret object/word that they have to draw in the back of the person in front of them. The purpose of the game is to successively draw what we feel is drawn on our back, on the back of the person in front of us until we get to the person who is in front of the board, who will draw on the board, what they feel is being drawn on their back for everyone to see. In the end, the one who knew the secret word reveals it to the rest of the group.
ONLINE QUIZ (5')
Firstly, the teacher accesses the AnswerGarden website and creates a new cloud. Secondly, they’ll dispense the respective link so that the students can reply to the question “What is the most important thing when communicating with somebody?” on their mobile phones. After everyone replies, the “cloud” is shown on the projector screen and left there for inspiration to the students to the next phase of the activity.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
07 THE IMPORTANCE OF COMMUNICATION
NEXT
ACTIVITIES:
GROUP WORK (20')
Students are divided into smaller groups and given one of the images from “The Uncomfortable” project. The teacher explains that they should find a way to recommend these unusual products using the communication skills from the previous step (students should also have the opportunity to add skills that were not mentioned in the “cloud”). The students elect a speaker within their group that will present their ideas to the rest of the class in a 2-5 minute performance.
CONCLUSION (5')
After the presentations, the teacher asks an open-ended question to the whole group such as “How can effective communication help you resolve conflicts, build consensus, and collaborate effectively with others?” and waits for some answers before showing a poster on communication skills and explains that there’s more to communication than just speaking, emphasizing the importance of nonverbal/ behavioral communication while making a statement.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
07 THE IMPORTANCE OF COMMUNICATION
ASSESSMENT
After the implementation of the activity, there are some possible questions to ask the students:
STUDENT FEEDBACK
After the implementation of the activity, the students will look back at the results of their quizzes and try to establish through conversation whether their knowledge of the topic has improved. Also, the teacher will encourage students to in the future, try to learn and practice communication skills.
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ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
08 REPRESENTATION IN THE MEDIA
Learning scenario 08
REPRESENTATION IN THE MEDIA
topics is undeniable - changes can’t be done overnight, however, we can learn to ask important questions and become better readers of those media messages.
Representation in the media is how media deal with and present gender, age, ethnicity, national and regional identity, social issues and events to an audience. The power to shape an audience’s knowledge and understanding about these important
ACTIVITIES
AUTHOR
AIMS & OUTCOMES
SUMMARY
TRENDS
KEYWORDS
DICTIONARY
SKILLS
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
08 REPRESENTATION IN THE MEDIA
LESSON SUMMARY
Subject
Topic
Age of Ss
Class size
Prep time
Duration
Licences
Online teaching material
English as a Foreign Language, Civics, Media Culture
Powerpoint presentation for teachers
Representation in the Media
Padlet (needs to be prepared beforehand by th teacher)
14 - 19
15-30 students
45 minutes
paper posters (size A3 to B1), empty - one for each group
Offline teaching material
60 minutes
markers in colour - one colour for each group
CC BY-NC-ND 4.0
Integration into the curriculum
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
08 REPRESENTATION IN THE MEDIA
REPRESENTATION IN THE MEDIA
08
AIM OF THE LESSON: Students will learn about the different issues of representation in the media, especially when it comes to different social groups and the influence on personal choices and decisions.
At the end of the lesson students can define the following terms: media representation, stereotypes, self-image, influencers, selfies etc.
OUTCOME 1
At the end of the lesson students develop their communication skills, decision-making skills and teamwork.
OUTCOME 2
At the end of the lesson students are able to ask themselves important questions about the world shaped by the media.
OUTCOME 3
At the end of the lesson students create a collection of their work.
OUTCOME 4
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
08 REPRESENTATION IN THE MEDIA
21st CENTURY SKILLS
INFORMATION, MEDIA & TECHNOLOGY SKILLS
KEY SUBJECTS & 21ST CENTURY THEMES
LIFE & CAREER SKILLS
Multilingual Competence
Entrepreneurship
Information Literacy
Civic Competence
Social Competence
Media Literacy
Digital Competence
LEARNING & INNOVATION SKILLS
Critical thinking
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
08 REPRESENTATION IN THE MEDIA
ACTIVITIES:
NEXT
INTRODUCTION (15')
The teacher shows the students the title slide of the presentation saying “Representation in the media” and then asks the question from slide 1, What is media representation? After students offer their answers, the teacher shows the definition (Different ways in which the media portray certain groups, communities, ideas, topics etc.) and checks if the students were right. The next question for the students is Are these portrayals always completely accurate? - students offer their answers, followed by a short discussion. The teacher shows the students slide 3 and asks them to describe what they see, eliciting the answer that commercials for beer mostly show happy people, together, celebrating something or having fun, in this case while watching a football match (Is it really always the case, that you need to drink beer in order to have fun with friends?). Then it is time for slide 4, where students see photos of social media influencers, with a question intended for a short discussion (Do their lives seem better than yours?).
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
08 REPRESENTATION IN THE MEDIA
ACTIVITIES:
NEXT
GROUP WORK (25')
The teacher turns to slide 5 and explains the task: students need to organize into 3 groups, and each group is given an empty paper poster (there is a title on each) with a marker (different colour for each group). Each paper has a title written by the teacher before the lesson: 1) STEREOTYPING: How do media represent particular social groups? Are those representations accurate? 2) INFLUENCES: How do media representations affect our views of particular social groups or issues? 3) SELF-REPRESENTATION: In selfies, which sides of ourselves do we choose to present? What kinds of responses are we inviting, and how do we respond to other people’s self-images? (Note: If you want/need more groups, think of more questions/topics.) In groups, students need to answer those questions after short discussions and write their thoughts on the paper. After the teacher claps their hands (each 7 min), the groups rotate and move to the next station, (they only take their marker while the paper sticks to each station). They answer the next question and repeat the rotation once again. After they hear the clap at the final station, they return to their starting positions/stations.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
08 REPRESENTATION IN THE MEDIA
ACTIVITIES:
DISCUSSION (10')
The teacher shows slide 6, and then 7 and asks the first group to read the thoughts on their paper, and to offer a conclusion. Then the teacher shows slides 8-9 and each group repeats the activity.
CONCLUSION (10')
The teacher shows slides 10-11 and asks the final two questions (Do the media offer us a transparent window on the world?; Why is this topic important?) and waits for students’ final thought on the topic while students write them on the prepared and shared Padlet pad.
ASSESSMENT
The Padlet used in the lesson serves as self-evaluation of students’ participation and comprehension (entries at the beginning and the end of the lesson). The task can also be assigned for homework.
DOWNLOAD THIS LEARNING SCENARIO IN PDF FORMAT
Download the .pdf format here.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
09 COPYRIGHT AND ETHICS
Learning scenario 09
COPYRIGHT AND ETHICS
not all - the students will get to play detective, looking at different situations to decide if someone's using someone else's work the right way or if they're stepping over the line. Students will also get better at English, learn how to work well with others, boost their creativity, and think smarter.
Embark on an enlightening journey where we learn how important it is to respect and properly use other people's creative work. In this engaging learning scenario, we're not just opening eyes; we're unlocking minds to the respect and responsibility that come with using the works of others. We will spark lively chats about how we can all make sure we're sharing and using creative work fairly and legally. And that’s
ACTIVITIES
AUTHOR
AIMS & OUTCOMES
SUMMARY
TRENDS
KEYWORDS
DICTIONARY
SKILLS
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
09 COPYRIGHT AND ETHICS
LESSON SUMMARY
Subject
Topic
Age of Ss
Class size
Prep time
Duration
Licences
Online teaching material
English as a Foreign Language, Civics, Media Culture, ICT
European IPR Helpdesk. Fact Sheet.
The New EU Copyright Directive
Copyright and Ethics
PowerPoint presentation for teachers with videos
15 - 19
15-30 students
laminated statements about copyright for students
40 minutes
Offline teaching material
40 minutes
emojis to categorize the use as ethical or unethical
CC BY-NC-ND 4.0
projector or smart board
poster putty
Integration into the curriculum
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
09 COPYRIGHT AND ETHICS
COPYRIGHT AND ETHICS
09
AIM OF THE LESSON: Students will become aware of how important it is to use the works of authorship ethically and emphasizing the importance of giving credit to creators and obtaining permission when necessary.
At the end of the lesson students can define the following terms: copyright, ethics, plagiarism, intellectual property.
OUTCOME 1
At the end of the lesson students students can distinguish ethical from unethical use of creative work, enhancing critical thinking and civic literacy
OUTCOME 2
At the end of the lesson students understand the importance of copyrights and practice teamwork and communication through group discussions
OUTCOME 3
At the end of the lesson students will expand their English vocabulary on human rights and copyright while promoting information and media literacy, fostering the ability to critically evaluate diverse types of creative work.
OUTCOME 4
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
09 COPYRIGHT AND ETHICS
21st CENTURY SKILLS
INFORMATION, MEDIA & TECHNOLOGY SKILLS
KEY SUBJECTS & 21ST CENTURY THEMES
LIFE & CAREER SKILLS
Multilingual Competence
Entrepreneurship
Literacy Competence
Civic Literacy
Social Competence
LEARNING & INNOVATION SKILLS
Critical thinking
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
09 COPYRIGHT AND ETHICS
Learning scenarios / Information Literacy /
ACTIVITIES:
NEXT
INTRODUCTION (15')
Teacher talks to the group and explains the lesson and its topic (with google slides). Then the teacher shows the students the video which is followed by the teacher leading discussion about the importance of copyright. Why are we protecting creative work? Why is this important? How do we use creative work in an ethical manner?
RESEARCH AND DEFINITION (15')
Students work in groups of 3-4, discuss their understanding of the term copyright, when they think it should apply and when it should not. After this discussion each student is handed a laminated sentence where there is a scenario regarding the use of copyright creative material. The students must then decide whether this scenario is considered an ethical way to use the material or if it is an unethical one. The students will then categorise the laminated sentence in the appropriate category and explaining why the scenario belongs to each group.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
09 COPYRIGHT AND ETHICS
ACTIVITIES:
CONCLUSION (10')
The group of students as a whole review their work and see if they agree on the categorisation and the logic behind the decisions.
ASSESSMENT
The students' knowledge of the topic will be assessed through discussion and/or short presentation about the topic, within the class in context with the legal aspects of the subject, as provided by the EU.
DOWNLOAD THIS LEARNING SCENARIO IN PDF FORMAT
Download the .pdf format here.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
10 MISINFORMATION vs. DISINFORMATION
Learning scenario 10
MISINFORMATION vs. DISINFORMATION
Do you still refer to misinformation as “fake news”? The experts have given up on this term and have developed several new concepts for various types of misinformation.
ACTIVITIES
AUTHOR
AIMS & OUTCOMES
SUMMARY
TRENDS
KEYWORDS
DICTIONARY
SKILLS
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
10 MISINFORMATION vs. DISINFORMATION
Online teaching material
LESSON SUMMARY
an online Checkology task
Powerpoint presentation
Subject
Topic
Age of Ss
Class size
Prep time
Duration
Licences
English as a Foreign Language, Civics, Media Culture, ICT
GoogleSlides template
needs to be copied beforehand, you need to create and share your own document
Misinformation vs. Disinformation
collection needs to be prepared beforehand by the teacher
Wakelet
14 - 19
poster Five Types of Misinformation
15-30 students
YouTube video Fake≠Fact
online game BadNews
60 minutes
reverse image search: Verifying content
90 minutes
CC BY-NC-ND 4.0
ICT room - computers for students
Offline teaching material
mobile phones
Integration into the curriculum
a TV screen
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
10 MISINFORMATION vs. DISINFORMATION
MISINFORMATION vs. DISINFORMATION
10
AIM OF THE LESSON: Students will learn to differ misinformation from disinformation, and will learn about five types of misinformation.
At the end of the lesson students understand the difference between terms misinformation and disinformation.
OUTCOME 1
At the end of the lesson students students understand the difference among five types of misinformation.
OUTCOME 2
At the end of the lesson students can explain the importance of understanding and revealing misinformation.
OUTCOME 3
At the end of the lesson students can understand negative consequences of spreading misinformation.
OUTCOME 4
OUTCOME 5
At the end of the lesson students create presentations about the impact of misinformation.
OUTCOME 6
At the end of the lesson students can create a collection of their work.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
10 MISINFORMATION vs. DISINFORMATION
21st CENTURY SKILLS
INFORMATION, MEDIA & TECHNOLOGY SKILLS
KEY SUBJECTS & 21ST CENTURY THEMES
LIFE & CAREER SKILLS
Multilingual Competence
Entrepreneurship
Literacy Competence
Civic Literacy
Social Competence
Information Literacy
Media Literacy
Digital Competence
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
10 MISINFORMATION vs. DISINFORMATION
ACTIVITIES:
NEXT
INTRODUCTION (10')
Before the start of this lesson, the students had a task for homework, an online task "Misinformation". At the beginning of this lesson, it is necessary to talk about the content so the teacher asks students to try to explain the new vocabulary: fake news, misinformation, disinformation, satire, false context, imposter content, manipulated content, and fabricated content. The teacher shows slides 2-5 with definitions of the words and reinforces the language.
GROUP WORK (30')
The teacher divides the class into groups and shares the GoogleSlides template with each group (slide 6). Students need to create their group presentation using definitions, photos, examples etc. The members of the group don’t have to share a computer since they work in GoogleSlides, but it would be best if they were physically close to each other, for easier cooperation.
PRESENTING STUDENTS' WORK (20')
After the students have finished their work, they need to share their presentations to a Wakelet collection (the teacher needs to create one before the lesson), and then present their work orally (slide 6 with the questions). Other students need to “like” their presentations in the Wakelet app, as a form of peer evaluation.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
Learning scenarios / Information Literacy /
10 MISINFORMATION vs. DISINFORMATION
ACTIVITIES:
WATCHING A VIDEO AND DISCUSSION (15')
The teacher plays a short video "Fake≠Fact" (slide 7) after which students answer questions from slide 8: • What makes some pieces of information “go viral”? • What makes rumours spread? • What emotions do rumours provoke in people? • What are some of the reasons people share false information? • Is all misinformation bad or damaging? Why or why not?
CONCLUSION (15')
In pairs and using their mobile phones, students play a game called BadNews (slide 9) and comment on the question: Can misinformation ever be ethical? For students who want to do additional research, the teacher refers them to slide 10 and a short online activity where students can learn how to do a reverse image search.
ASSESSMENT
The Wakelet collection used in the lesson serves as self-evaluation of students’ participation and comprehension. The task can also be used for peer assessment.
DOWNLOAD THIS LEARNING SCENARIO IN PDF FORMAT
Download the .pdf format here.
ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732
DICTIONARY
Collective conscience: the set of shared beliefs, ideas, and moral attitudes that operate as a unifying force within society Constitution: the set of political principles by which a state or organization is governed, especially in relation to the rights of the people it governs Declaration: an announcement, often one that is written and official Human rights: a set of rights and protections regarded as necessary to protect the dignity and self-worth of a human being Indivisible: not able to be separated from something else or into different parts Interdependent: depending on each other, or consisting of groups that depend on each other Interrelated: connected in such a way that each thing has an effect on or depends on the other Preamble: an introduction to a speech or piece of writing Violation: an action that breaks or acts against something, especially a law, agreement, principle, or something that should be treated with respect
Personal, social competence and competence to learn how to learn:
As students will cooperate in groups, they will practice communication skills and teamwork.
Personal, social competence and competence to learn how to learn:
As students will cooperate in groups, they will express thoughts and opinions, and articulate understanding of human rights principles.
DICTIONARY
Propaganda: Information, ideas, opinions, or images that give one part of an argument, which are broadcast, published, etc. in order to influence people's opinion. Democracy: Government by the people; especially: rule of the majority. Disinformation: False information deliberately and often covertly spread (as by the planting of rumors) in order to influence public opinion or obscure the truth.
Literacy Competence:
Students will read different types of texts during research. When creating digital materials, they will need to use their critical thinking in order to extract key information and present it in the appropriate way.
Personal, social competence and competence to learn how to learn:
As students will cooperate in groups, they will practice communication skills and teamwork.
Digital competence:
Students will create publicly available entries in the selected digital tools.
EMIR AYŞE OZENCAN &FILIZ DURMUŞ
teachers from Orhan Cemal Fersoy Lisesi, Istanbul, Türkiye
Information Literacy:
Students are encouraged to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals.
Trends
Project-based learning Collaborative learning Peer learning Student-centered learning Critical Thinking
Civic literacy:
Through research, students will practice and acquire the skills of responsible work, communication and cooperation.
Multilingual competence:
When researching and creating digital materials, students will use their own language and English and expand their vocabulary.
Media Literacy:
Students learn that media messages are constructed, and learn how to decode media messages.
Multilingual competence:
When researching and creating digital materials, students will use English and expand their vocabulary in relation to human rights, information and civic life.
Entrepreneurship:
Students will create their own content and think critically.
Personal, social competence and competence to learn how to learn:
As students will cooperate in pairs and small groups, their major improvements will be communication skills and teamwork/ interpersonal interactions.
Media literacy:
Students learn that media messages are constructed, and learn how to decode media messages.
Literacy Competence
Information Literacy
Literacy Competence:
Students will read different types of texts during research. When working on their product and creating their advertisement they need to search and find appropriate sources of information and practice their critical thinking.
DICTIONARY
Access to information: The right to access information, or freedom of information, is defined as the right of any individual to ask any public body for information regarding public services, public money etc. to consult or obtain this information, which can be of any form (document, audio, video…). Human rights: Rights inherent to all human beings, regardless of race, sex, nationality, ethnicity, language, religion, or any other status. Human rights include the right to life and liberty, freedom from slavery and torture, freedom of opinion and expression, the right to work and education, and many more. Civil rights: Guarantees of equal social opportunities and equal protection under the law, regardless of race, religion, or other personal characteristics. Sustainable Development Goals (SDGs): Also known as the United Nations adopted the Global Goals, the 17 goals in 2015 as a universal call to action to end poverty, protect the planet, and ensure that by 2030 all people enjoy peace and prosperity.
ANA PAULA CRAVEIRO,LUZIA OLIVERIA & CLARA ABEGÃO
teachers from Escola Secundária Pinheiro e Rosa, Faro, Portugal
Trends
Project-based learning Game Based Learning & Gamification Exploratory learning Collaborative learning Peer learning Student-centered learning
Digital competence:
Students will create digital materials, thus improving their ICT skills.
Civic competence:
Through research, students will observe the values of other cultures as well as their own, and through cooperation with other students, they will have the opportunity to practice and acquire the skills of responsible work, communication and cooperation.
Trends
• Project-based learning • Lifelong learning • Exploratory learning • Collaborative learning • Peer learning • Student-centered learning
Literacy Competence:
Students will read the articles of the UN Universal Declaration of Human Rights.During group discussions and their research assigned for homework, they will need to extract key data (critical thinking) and present them in an appropriate way.
Critical Thinking, Problem Solving and Collaboration:
Through discussion, students will acknowledge different opinions and views, and through cooperation with other students, they will have the opportunity to practice and acquire the skills of responsible work, communication and cooperation.
Multilingual competence:
When researching and creating digital materials, students will use English and their native language and expand their vocabulary in the field of human rights.
DICTIONARY
Stereotype: A widely held but fixed and oversimplified image or idea of a particular type of person or thing. Media representation: Media representation refers to how the media portrays particular groups, communities, and experiences. Self-representation: Self-representation refers to the act or process of expressing, portraying, or depicting oneself. It involves creating a presentation or image of oneself, often through various means such as language, behavior, appearance, or any other form of communication.
KRISTIĀNA SMILTIŅA & SANITA MEŽINIECE
teachers from Baldones Vidusskola, Latvia
Entrepreneurship:
Students will use their creativity to create their advertisement and think critically about its content.
Civic competence:
Through discussion, students will observe the values of other opinions as well as their own, and through cooperation with other students.
Cultural awareness and competence of expression:
Students will have an understanding of and respect for how ideas and meaning are creatively expressed and communicated in different cultures and through a range of arts and other cultural forms.
Cultural awareness and empathy:
As students will learn about the UDHR and its violations, they will have the opportunity to become aware of the importance of human rights, both in their country and the world. They will develop empathy by considering the experiences of individuals facing human rights challenges, and appreciate and understand diverse perspectives on human rights issues.
Integration into the curriculum
Incorporating effective communication skills into secondary school curriculum is crucial for academic, personal, and professional success. Effective communication fosters active learning, enables clear expression, and promotes positive relationships. Teachers should prioritize communication skills development and provide opportunities for practice across all subjects. This can be achieved through various strategies, including oral communication activities, specific feedback, and comprehensive lesson plans.
Information Literacy:
Students will have the ability to find, evaluate, organize, use, and communicate information in all its various formats, most notably in situations requiring decision-making, problem solving, or the acquisition of knowledge.
Entrepreneurship:
Students will create their own content and think critically.
Media Literacy:
Students learn that media messages are constructed, and learn how to decode media messages.
Civic Competence:
Through research, students will observe the values of other cultures as well as their own, and through cooperation with other students, they will have the opportunity to practice and acquire the skills of responsible work, communication, and cooperation.
DICTIONARY
Misinformation – False or inaccurate information shared without harmful intent. Disinformation – False information deliberately created and spread to mislead or deceive. Fake News – False or misleading stories presented as real news to confuse or manipulate readers. Satire – Humorous or exaggerated content that mocks or criticizes, not meant to be taken as factual. False Context – True information presented in a misleading way by omitting important details. Imposter Content – False information made to appear as if it comes from a trusted source. Manipulated Content – Real information or media that is altered to mislead or distort the truth. Fabricated Content – Completely false content created without any basis in reality, designed to deceive.
KEYWORDS
democracy human rights freedom of expression communication empathy
Critical Thinking, Problem Solving and Collaboration:
Through discussion, students will acknowledge different opinions and views, and through cooperation with other students, they will have the opportunity to practice and acquire the skills of responsible work, communication and cooperation.
Civic competence:
Through discussion, students will observe the values of other opinions as well as their own, and through cooperation with other students.
Integration into the curriculum
This learning scenario is multidisciplinary and can be integrated into almost any subject across the curriculum. It also relates to critical thinking and trains verbal skills.
KEYWORDS
communication nonverbal communication creativity group work
DICTIONARY
Citizenship: A set of rights (e. g. voting and access to welfare) and responsibilities (e. g. participation). Democracy: A system of government where the people have final authority, which they exercise directly or indirectly through their elected agents chosen in a free electoral system. Diversity: Genuine respect for and appreciation of difference, central to the idea of pluralism. Freedom of expression: A fundamental human right. It is used to indicate not only the freedom of verbal speech but any act of seeking, receiving, and imparting information. Freedom of information: The right of citizens to access information held by public bodies. Freedom of speech: It emerged as a legal principle in 17th-century England among parliamentarians who wanted to preserve their ability to speak freely in parliament without fear of punishment from the crown. Freedom of the press: The media being free from direct censorship or control by governments. Hate speech: Any communication that causes hatred of a defined group of people because of their collective characteristics (ethnicity, gender, sexuality, etc.). Human rights: A set of rights and protections regarded as necessary to protect the dignity and self-worth of a human being.
GABRIJELA ČORKOVIĆ
from Trgovačka škola in Zagreb, Croatia
Gabrijela is an English teacher, and has been teaching secondary school for over 20 years.
Literacy Competence
Students will search the Internet during collaboration on GoogleSlides. When doing research, they will need to extract key data (critical thinking) and present them in an appropriate way.
GABRIJELA ČORKOVIĆ
teacher from Trgovačka škola Zagreb, Croatia
Multilingual competence:
When researching and creating digital materials, students will use English and their native language and expand their vocabulary in the field of human rights.
Trends
Project-based learning Collaborative learning Visual search and learning Student-centered learning Critical Thinking
Information Literacy:
Students are encouraged to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals.
Information Literacy:
Students are encouraged to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals.
Multilingual competence:
When researching and creating digital materials, students will use English and expand their vocabulary in relation to fake news and misinformation.
Entrepreneurship:
Students will create their own content and think critically.
Digital competence:
Students will create publicly available entries in the selected digital tools.
Civic competence:
Students will learn about copyrights and ethical use of the creative work of others. They will understand better why this right is important. Through collaboration with other students, they will have the opportunity to practice and acquire the skills of logical thinking, communication and cooperation.
Entrepreneurship:
Students will create their own content and think critically.
KEYWORDS
freedom expression citizenship democracy constitution diversity equality
Effective verbal and written communication: Students will foster the ability to convey ideas, thoughts, and information clearly and concisely in both oral and written form, adapting communication style to the audience and purpose. Active listening and comprehension: Students will develop the ability to attentively listen to others, understand their perspectives, and respond thoughtfully and appropriately. Nonverbal communication: Students will foster the ability to interpret and utilize nonverbal cues, such as facial expressions, body language, and tone of voice, to enhance understanding and build rapport. Intercultural communication: Students will develop the ability to effectively communicate with people from diverse cultural backgrounds, demonstrating sensitivity to cultural norms and values.
Integration into the curriculum
This learning scenario can be linked to several subjects, such as History and Philosophy. In English as a Foreign Language, the content of this learning scenario corresponds most closely to the topics of Human Rights which is studied in the 11th year in regular courses. Students are enabled to acquire creative ICT skills as well as communication ones.
Information Literacy
Students are encouraged to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals.
Digital competence:
Students will create publicly available entries in the selected tools.
Entrepreneurship:
Students will create their own content and think critically.
Personal, social competence and competence to learn how to learn:
Students will practice communication skills through teamwork.
Media Literacy:
Students learn that media messages are constructed, and learn how to decode media messages.
Literacy Competence:
Students will read different types of texts during the game, they will need to employ critical thinking skills to comprehend the tasks and the texts.
DICTIONARY
Copyright – Legal protection that gives creators exclusive rights to their original work, preventing others from using it without permission. Ethics – Moral principles that guide behavior, helping individuals determine right from wrong. Plagiarism – Copying someone else’s work or ideas without giving proper credit, presenting it as your own. Intellectual Property – Creations of the mind, such as inventions, designs, and artistic works, that are legally protected. Digital Citizenship – Responsible and respectful use of technology and the internet, ensuring safe and ethical online behavior.
Trends
Literacy Competence:
Students will read different types of texts during research such as newsletters, social media posts. When working on their product and creating a certain type of fake news, they will need to search and find appropriate sources of information and enhance their critical thinking skills.
KEYWORDS
media literacy news literacy critical thinking fake news misinformation fact-checking journalism
Entrepreneurship:
Students will use their creativity to create their advertisement and think critically about its content.
DICTIONARY
Democracy: A system of government where the people have final authority, which they exercise directly or indirectly through their elected agents chosen in a free electoral system. Human rights: Rights inherent to all human beings, regardless of race, sex, nationality, ethnicity, language, religion, or any other status. Human rights include the right to life and liberty, freedom from slavery and torture, freedom of opinion and expression, the right to work and education, and many more. Freedom of expression: A fundamental human right. It is used to indicate not only the freedom of verbal speech but any act of seeking, receiving, and imparting information. Communication: A process by which information is exchanged between individuals through a common system of symbols, signs, or behavior. Empathy: The action of understanding, being aware of, being sensitive to, and vicariously experiencing the feelings, thoughts, and experience of another.
Cultural awareness and competence of expression:
As students will learn about the universal right to access information and why this is important to them, to societies, and for democracy they will have the opportunity to become aware of the importance universal right to access information for them and all persons around the world. The activity encourages them to seek, receive and impart information from different sources, perspectives, and cultures. They will need to present their discoveries in an appropriate way so that other students can learn from their digital materials.
Trends
Information Literacy:
Students will study diverse types of creative work. When working on their assignment and stating their opinion of whether the use of artistic work or other creative form of creative work which is protected by copyright, is ethical or unethical they need to find appropriate sources of information and practice their critical thinking.
Information Literacy:
Students are encouraged to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals.
Integration into the curriculum
The incorporation of the "Escape Propaganda" workshop into the education system could be implemented in various ways. One possibility is to integrate it into the EFL and social studies curriculum, specifically when exploring the topic of politics and regimes. Furthermore, the workshop could also serve as a platform for students to explore their own biases and beliefs, which can help them become more aware and critical consumers of media.
DICTIONARY
Misinformation: Information that is misleading, erroneous or false. While misinformation is sometimes created and shared intentionally, it is often created unintentionally or as humor and later mistaken as a serious claim by others. Disinformation: False information spread in order to deceive people Fake news: The term once referred to misinformation designed to look like legitimate news, but the term has been rendered meaningless and counterproductive through overuse and political weaponization. Fact-checking: The process of verifying the factual accuracy of questioned reporting and statements Media literacy: An expanded conceptualization of literacy that includes the ability to access and analyze media messages as well as create, reflect and take action, using the power of information and communication to make a difference in the world News Literacy: The acquisition of 21st-century, critical-thinking skills for analyzing and judging the reliability of news and information, differentiating among facts, opinions and assertions in the media we consume, create and distribute Clickbait: An internet story, title, image, etc. that is intended to attract attention and encourage people to click on a link Deepfake: A video or sound recording that replaces someone's face or voice with that of someone else, in a way that appears real
teachers from Fjölbrautaskóli Suðurnesja, Reykjanesbær, Iceland
GABRIJELA ČORKOVIĆ
from Trgovačka škola in Zagreb, Croatia
Gabrijela is an English teacher, and has been teaching secondary school for over 20 years.
Media Literacy:
Students learn that media messages are constructed, and learn how to decode media messages.
KEYWORDS
media representation stereotype influence selfie
Digital competence:
Students will develop the ability to navigate and utilize various digital communication platforms, including social media, email, and video conferencing, for personal and professional purposes.
Multilingual competence:
When researching and creating digital materials, students will use English and their native language and expand their vocabulary in the field of propaganda and regimes. Students articulate their ideas and opinions, developing effective communication skills.
Media Literacy:
Students learn that media messages are constructed, and learn how to decode media messages.
Digital competence:
Students will search credible websites to recheck a certain news report. They will create digital news reports with the tools and share them on an online platform (Wakelet).
Literacy Competence:
Students will read different types of texts during research: UN Universal Declaration of Human Rights and selected constitutions. When doing research, they will need to extract key data (critical thinking) and present them in an appropriate way.
Personal, social competence and competence to learn how to learn:
As students will cooperate in pairs and small groups, they will practice communication skills and teamwork.
Entrepreneurship:
Students will create their own content and think critically.
DICTIONARY
Communication: a process by which information is exchanged between individuals through a common system of symbols, signs, or behavior Verbal communication: human interaction through the use of words, or messages in linguistic form Non-verbal communication: transfer of information from one person to another without the use of words or spoken language
Multilingual competence:
While doing research work and creating digital materials/ content, students will expand their vocabulary both in English and their native language.
Media Literacy:
Students will have the ability to access and analyze media messages as well as create, reflect and take action, using the power of information and communication to make a difference in the world.
Trends
• Collaborative learning • Lifelong learning • Student-centered learning • World Cafe method
Personal, social competence and competence to learn how to learn:
As students will cooperate in groups, they will practice communication skills and teamwork.
Trends
• critical thinking • collaborative learning • peer learning • student-centered learning • visual learning
Critical Thinking, Problem Solving and Collaboration:
Through discussion and team work, applying critical thinking skills, students analyse and evaluate human rights issues, and identify root causes of violations and explore potential solutions.
Cultural awareness and competence of expression
As students will learn about different constitutions, they will have the opportunity to become aware of the importance of human rights, both in their country and the world. They will need to present their discoveries in an appropriate way so that other students can learn from their digital materials.
Media Literacy:
In this activity media literacy is an expanded conceptualization of literacy that includes the ability to access and analyse media messages as well as create, reflect, and take action, using the power of information and communication to make a difference in the world.
Media Literacy:
Students will have the ability to access and analyze media messages as well as create, reflect and take action, using the power of information and communication to make a difference in the world.
Integration into the curriculum
The lesson can be integrated into any national curriculum, and it especially fits under the umbrella of civics, ICT and media education.
Personal, social competence and competence to learn how to learn:
As students will cooperate in groups, they will practice communication skills and teamwork.
from Escola Secundária Pinheiro e Rosa, Faro, Portugal
Multilingual competence:
When researching and creating digital materials, students will use English and their native language and expand their vocabulary in the field of media representation.
Critical Thinking, Problem Solving and Collaboration:
Through discussion, students analyze propaganda techniques and evaluate their impact on democratic societies. Participants develop strategies to counter propaganda and resist its effects, improving their problem-solving skills.
Multilingual competence:
When researching and creating digital materials, students will use English and expand their vocabulary in relation to human rights, information, and civic life.
Integration into the curriculum
This learning scenario can be linked to several subjects, such as Sociology, Political science, and ethics. It also relates to creative and critical thinking and trains technical skills.
Digital competence:
Students will create publicly available entries in the selected digital tools.
Cultural awareness and competence of expression:
As students will learn about democracy and discourse, they will have the opportunity to become aware of the importance of safekeeping democratic values, both in their country and the world. The activity encourages them to seek, receive and impart information from different sources, perspectives, and cultures. They will need to present their discoveries in an appropriate way so that other students can learn from their digital materials.
Digital competence:
Students will create digital material (a poster, social media post or a flyer) with the tools made available to them.
Integration into the curriculum
The lesson can be integrated into any national curriculum, and it especially fits under the umbrella of civic education.
TOPICS FOR RESEARCH
1. Freedom of speech in the digital age How does the concept of freedom of speech apply to online platforms? What challenges and opportunities does the digital age present for democratic discourse? 2. Role of social media in shaping public opinion Discuss the impact of social media on democratic dialogue. How can social media be used to enhance democratic values, and what are the potential pitfalls? 3. Civic education in schools Should civic education be mandatory in schools? How can schools promote democratic values and discourse among students? 4. Fake news and misinformation Explore the role of misinformation in undermining democratic discourse. How can citizens distinguish between reliable and unreliable sources of information?
5. Public protests and democratic expression Analyze the role of public protests in democratic societies. When do protests contribute positively to democratic discourse, and what challenges may arise? 6. Preservation of minority rights Explore the balance between majority rule and the protection of minority rights. Discuss examples where democratic discourse has safeguarded minority rights. 7. Human rights and democratic values Explore the intersection of human rights and democratic principles. How can democratic discourse promote the protection of human rights? 8. Censorship and freedom of expression Discuss the ethical considerations of limiting freedom of expression. How can societies balance the need for security with the principles of democratic discourse?
The students may choose one of the following topics, the one that they are most interested in.
KEYWORDS
rights declaration constitution freedom equality
Information Literacy:
Students are encouraged to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals.
Integration into the curriculum
This learning scenario can be linked to several subjects, such as sociology and media literacy, ethics. It also relates to critical thinking, Teachers will get learners to become aware of the potential consequences of misinformation and disinformation to themselves and wider society and to recognize different types of misinformation and disinformation. Teachers will get students to learn criteria that will help them evaluate websites, and apply the criteria to a website to determine its trustworthiness and help them to use web 2.0 tools effectively to participate in the tasks in the learning scenario. able to express their ideas about certain fake reports and stories in English.
Information Literacy:
Students are encouraged to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals.
Civic competence:
Students will learn about their rights and understand better why this right is important for them self and the society. Through collaboration with other students, they will have the opportunity to practice and acquire the skills of cooperation, communication, and cooperation.
GABRIJELA ČORKOVIĆ
from Trgovačka škola in Zagreb, Croatia
Gabrijela is an English teacher, and has been teaching secondary school for over 20 years.
KEYWORDS
misinformation disinformation fake news satire false context imposter content manipulated content fabricated content
Multilingual competence:
When researching and creating digital materials, students will use English and their native language and expand their vocabulary in the field of misinformation.
Trends
Collaborative learning Discussion-based learning Learning to learn Student-centered learning Critical Thinking Lifelong Learning
Information Literacy:
Students will foster the ability to convey ideas, thoughts, and information clearly and concisely in both oral and written form, adapting communication style to the audience and purpose.
Personal, social competence and competence to learn how to learn:
Communication skills will be practiced in teamwork. Critical and logical thinking skills will be practiced by categorization of a statement.
Personal, social competence and competence to learn how to learn:
As students will cooperate in groups, they will practice communication skills and teamwork.
ÁSTA SVANHVÍT SINDRADÓTTIR and BRYNDÍS GARÐARSDÓTTIR
teachers from Fjölbrautaskóli Suðurnesja in Reykjanesbær, Iceland
Integration into the curriculum
The lesson can be integrated into any national curriculum, and it especially fits under the umbrella of civic education and EFL.
Entrepreneurship:
Students will use their creativity to create their advertisement and think critically about its content.
Civic Competence:
Students will be motivated participants thinking critically about journalism and social media. They will deepen their critical understanding of how journalism can better serve democracy. They will be a more discerning consumer of information found online, by thinking about the broad spectrum of misinformation and disinformation. Through collaboration with other students, they will have the opportunity to practice and acquire the skills of cooperation, and communication.
Literacy Competence:
Students will foster the ability to generate original ideas, solve problems innovatively, and approach challenges from different perspectives. Students will develop the ability to use imagination to create new ideas, scenarios, and stories, engaging others through storytelling techniques. Students will develop the ability to adapt to changing circumstances, embrace new ideas, and adjust creative approaches as needed.
Integration into the curriculum
The lesson can be integrated into any national curriculum, and it especially fits under the umbrella of civic education. As the Eurydice Report on Citizenship Education in Europe (2012) suggests: “Citizenship education refers to the aspects of education at school level intended to prepare students to become active citizens, by ensuring that they have the necessary knowledge, skills and attitudes to contribute to the development and wellbeing of the society in which they live.” (Eurydice, 2012: 8)
KEYWORDS
access to information human rights United Nations civil rights Sustainable Development Goals
KEYWORDS
copyright ethics plagiarism intellectual property digital citizenship
Trends
Collaborative learning Lifelong learning Exploratory learning Student-centered learning Soft skills development Equity and inclusion
Civic competence:
Through research, students will observe the values of other cultures as well as their own, and through cooperation with other students, they will understand the connection between human rights and active citizenship, and explore the importance of civic engagement and social responsibility.
Civic competence:
Throughout their research activities, students will observe the values of other cultures as well as their own. Cooperation and respect implemented in partnership, the ability to carefully listen to others become core concepts students will better understand and value.
KEYWORDS
propaganda democracy disinformation democratic values interactive engagement