Do credible sources and identifying disinformation tie into the common core standards? YES! These are important media literacy and critical thinking skills!
Prebunk and Debunk
Our students need a strong foundation in discerning facts and opinions and identifying credible sources. In this age of disinformation, this is no easy task. As educators, we’re on the front lines of teaching them how to identify unreliable sources and disinformation. Inoculation theory is a psychological concept that suggests individuals can be made resistant to persuasion by being exposed to a weakened version of a persuasive attack, much like a vaccine prepares the body for a disease. This preemptive “inoculation” helps people develop cognitive defenses, such as counterarguments, against future, more potent persuasive messages. Be sure to include practice exercises where students not only find credible sources of information but also are able to identify the unreliable ones. When you do this, think of it as “prebunking” and equipping them with the skills to “debunk” false claims.
Media Literacy and the Common Core
A review of the common core standards found the majority of the skills necessary to identify credible sources, discern fact from opinion, spot mis/disinformation and manage differing opinions are found in the speaking and listening and reading informational text. There are also applicable skills in the writing, science and social studies standards. Here’s a middle school and high school breakdown to help you identify what media literacy skills might be relevant to the educational needs and IEP goals of your students.
Speaking and Listening:
CCSS.ELA-Literacy.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 6 topics, texts, and issues,
building on others’ ideas and expressing their own idea clearly.
CCSS.ELA-Literacy.SL.6.3
Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
CCSS.ELA-Literacy.SL.7.1.c
Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back
on topic as needed.
CCSS.ELA-Literacy.SL.7.1.d
Aknowledge new information expressed by others, and, when warranted, modify their own views.
CCSS.ELA-Literacy.SL.7.3
Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of evidence.
CCSS.ELA-Literacy.SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify or challenge ideas and conclusions.
CCSS.ELA-Literacy.SL.9-10.1.d
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreements, and, when warranted, qualify or justify their own views and
understanding and make new light of the evidence and reasoning presented.
CCSS.ELA-Literacy.SL.9-10.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
CCSS.ELA-Literacy.SL.11-12.1.b
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
CCSS.ELA-Literacy.SL.11-12.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis
and tone used.
Reading Informational Text:
CCSS.ELA-Literacy.RI.6.8
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
CCSS.ELA-Literacy.RI.7.9
Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or
advancing different interpretation of facts.
CCSS.ELA-Literacy.RI.8.6
Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
CCSS.ELA-Literacy.RI.9-10.6
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
CCSS.ELA-Literacy.RI.9-10.8
Delineate and evalute the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient;
identify false statements and fallacious reasoning.
Writing:
CCSS.ELA-Literacy.WHST.6-8.1a
Introduce claims about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and
evidence logically.
CCSS.ELA-Literacy.WHST.6-8.1.b
Support claims with logical reasoning and relevant, accurate data and evidence that demonstrates an understanding of the topic or text, using credible sources.
CCSS.ELA-Literacy.WHST.6-8.2.b
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Science:
CCSS.ELA-Literacy.RST.6-8.8
Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
CCSS.ELA-Literacy.RST.9-10.8
Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
Social Studies:
CCSS.ELA-Literacy.RH.11-12.8
Evaluate an author’s premises, claims and evidence by corroborating or challenging them with other information.
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