Fact-checking

In our article ‘Fact-checking and adding context‘ we looked at some of the traditional method for verifying information.

In the piece ‘Beyond fact-checking‘ we went beyond simple verification to applying critical thinking and contextual analysis to our fact-checking.

And in ‘Lateral reading for journalists‘ we looked at methods that have been used by journalist for many years but which have become easier and faster to apply thanks to the internet.

All the methods mentioned above are designed to help journalists weed out misinformation and disinformation in a bid to provide robust, accurate, and factual information.

Now we look at the SIFT method of fact-checking, research, and adding context, which has been developed by Mike Caulfield and is increasingly being used in journalism training and education.

SIFT teaches students how to critically evaluate information online through four steps: Stop, Investigate the source, Find better coverage, and Trace claims, quotes, and media back to the original context.

While it’s primarily aimed at combating misinformation in the digital age, it also offers computer-assisted benefits that can enhance traditional journalism practices. SIFT has been adopted in various educational settings, including media literacy courses and journalism programmes.

The SIFT method provides a straightforward process for evaluating online information. Its four distinct elements are:

• Stop:
  • This initial step emphasises pausing before engaging with any information. It encourages users to resist the urge to immediately share or believe something, and instead, to take a moment to reflect.
• Investigate the source:
  • This involves determining the credibility and background of the source of the information. It encourages journalists to apply “lateral reading,” which means looking at what other sources say about the original source.
• Find better coverage:
  • This step advises seeking out more reliable and trustworthy sources that provide better coverage of the claim or topic. It encourages journalists to look for consensus and expert analysis.
• Trace claims, quotes, and media to the original context:
  • This involves tracking down the original source of a claim, quote, or piece of media to understand its context.

Applying the four steps of the SIFT method leads to a more informed and accurate understanding of online information. Specifically, it aims to produce these key results:

• Increased accuracy:
  • By investigating sources and tracing claims, a journalist is less likely to be misled by false or misleading information.
• Improved source evaluation:
  • The journalist develops the ability to quickly and effectively assess the credibility and reliability of online sources.
• Enhanced contextual understanding:
  • Tracing claims to their original context enables the journalist to make sure that information is not being taken out of context and misrepresented.
• Reduced susceptibility to misinformation:
  • By being aware of emotional responses and actively seeking better coverage, the journalist become less vulnerable to manipulative content.
• Development of critical thinking skills:
  • SIFT fosters a habit of healthy skepticism and critical analysis, which are essential for journalists navigating the complex digital landscape.
• More responsible information sharing:
  • By verifying information before sharing it, the spread of misinformation is reduced.

In essence, the SIFT method is yet another form of fact-checking with an emphasis on speed. It provides a rapid fact-checking framework tailored for the digital age, prioritising quick evaluation of sources, content, emotional triggers, and cross-referencing against reliable information. Its value is amplified by the sheer volume and velocity of information being shared via user-generated content, social media, and algorithmic recommendations.

Related articles

Fact-checking and adding context

Beyond basic fact-checking

Lateral reading

Disinformation and misinformation

The post SIFT for fact-checking first appeared on Media Helping Media.

The six-week course is designed to be adapted by universities and colleges to meet local needs.

It explores modern journalism, focusing on technology, ethics, and media production. Students will examine digital newsgathering, fact-checking, and editorial ethics while analysing misinformation and bias in the news. The course also covers the role of AI and algorithms in shaping journalism. Through a mix of theory and practice, students will gain the skills to navigate and influence the future of digital media.

Week 1: Editorial ethics in the digital age

• Overview:
  • In today’s fast-changing digital media landscape, journalistic ethics face new challenges. In the first week we’ll focus on core values such as accuracy, fairness, and integrity. We’ll examine how these principles apply online, the impact of unconscious bias on news, and the pressures of the digital news cycle. Through readings and discussions, we’ll tackle ethical dilemmas and learn how to uphold high journalistic standards.
• Topics:
  • Ethical principles in digital journalism and their practical applications
  • Ensuring accuracy, fairness, and journalistic integrity in online reporting
  • The role of unconscious bias in shaping media narratives and audience trust
  • Ethical dilemmas in the fast-paced, high-pressure digital news environment
• Essential reading:
  • Why editorial ethics are important
  • Lesson: Editorial ethics
  • Integrity and journalism
  • Lesson: Integrity in journalism
  • Accuracy in journalism
  • Lesson: Accuracy in journalism

Week 2: Digital newsgathering and production

• Overview:
  • The digital revolution has transformed journalism, shifting from traditional reporting to advanced digital production. In the second week you’ll learn how newsrooms adapt to a digital-first world. We’ll explore investigative journalism in a multi-platform environment, advanced storytelling techniques for digital and video formats, and strategies for audience engagement. This week will equip you with the skills to create impactful stories in today’s fast-paced media landscape.
• Topics:
  • The transformation of traditional newsrooms into digital-first operations
  • Investigative journalism in a multi-platform and converged media environment
  • Advanced storytelling techniques for digital, video, and interactive formats
  • Effective strategies for online news prioritization and audience engagement
• Essential reading:
  • Introducing a converged newsroom strategy
  • Lesson: Newsroom convergence
  • Creating a converged news operation
  • Convergence workflows: Roles and responsibilities
  • Lesson: How to construct a TV news package
  • Presenting and exploiting content online
  • How to set online news priorities
  • Managing a news website front page

Week 3: Advanced fact-checking in the digital age

• Overview:
  • As information spreads more rapidly and misinformation is a constant threat, it’s crucial to know how to separate fact from fiction. In the third week we’ll focus on the importance of verification in journalism. You’ll learn ethical fact-checking practices and methods for real-time digital verification. We’ll also cover how to create fact-checking systems and explore how AI is used to detect manipulated content. By the end of the week, you’ll be equipped to defend against misinformation and uphold journalistic integrity.
• Topics:
  • The ethical necessity of rigorous fact-checking in modern journalism
  • Investigative methodologies for real-time digital verification
  • Developing and implementing comprehensive fact-checking frameworks
  • The role of artificial intelligence in detecting misinformation and verifying sources
• Essential reading:
  • Fact-checking and adding context
  • Beyond basic fact-checking
  • Lesson: Beyond basic fact-checking
  • Creating a strong fact-checking system

Week 4: Misinformation, disinformation, and fake news

• Overview:
  • Not only has the digital age enabled information to spread faster, it’s also also made it easier to manipulate, which can have serious social and political effects. In the fourth week we’ll explore the dangers of false information. You’ll learn how to spot and counter disinformation and understand the importance of trust in digital journalism. We’ll also look at the rise of deepfakes and AI-generated content and their impact on public trust. This week will help you navigate the challenges of misinformation in today’s media landscape.treacherous landscape of online deception and learn how to defend the truth in an age of pervasive misinformation.
• Topics:
  • The societal and political ramifications of misinformation campaigns
  • Techniques for identifying and countering disinformation tactics
  • The role of trust chains in digital journalism and credibility assessment
  • The impact of deepfakes and AI-generated content on public trust
• Essential reading:
  • How to identify and deal with fake news
  • Fake news and trust chains
  • Lesson: Fake news
  • Dealing with disinformation and misinformation
  • Information disorder: Mapping the landscape
  • Snacking on rumour, feeding on fact

Week 5: Bias, social media, and audience influence

• Overview:
  • The influence of social media where unverified information spreads at speed, along with algorithms deciding what information is shared, maintaining journalistic integrity is harder than ever. In the fifth week we’ll examine how bias affects news production and trust in media. You’ll learn about the powerful role social media plays in spreading news and shaping how it’s created. We’ll look at audience habits and how their demand for instant, personalised content can impact objective reporting. This week will provide practical strategies for reducing bias and keeping your journalism fair and truthful.
• Topics:
  • The impact of bias in digital journalism and media credibility
  • The influence of social media platforms on news production and dissemination
  • Audience consumption patterns and their implications for journalistic integrity
  • Strategies for mitigating bias and enhancing journalistic objectivity
• Essential reading:
  • • Confronting editorial bias in election coverage
    • Social media in news production and news dissemination
    • Adapting to changing audience behaviour and monitoring the market
    • Unconscious bias and its impact on journalism
    • Lesson: Unconscious bias

Week 6: Artificial intelligence and algorithmic influence in journalism

• Overview:
  • Artificial intelligence is changing journalism. It offers new possibilities and raises new factual and ethical challenges. In the sixth and final week we’ll explore how AI is used in news automation, curation, and investigative reporting. You’ll learn about the practical uses of AI and the ethical concerns, like algorithmic bias. We’ll also examine how machine learning and audience targeting are shaping the future of journalism. This week will give you strategies to maintain journalistic integrity in an AI-driven media world, ensuring truth remains the priority.
• Topics:
  • The expanding role of AI in news automation, curation, and investigative journalism
  • The ethical challenges posed by algorithmic bias and AI-driven reporting
  • The implications of machine learning and audience targeting on journalism’s future
  • Strategies for maintaining journalistic integrity in an AI-driven media landscape
• Essential reading:
  • Artificial intelligence assesses its role in journalism
  • AI and investigative journalism
  • Lesson: AI-powered investigations
  • How to detect AI-generated images
  • Systems thinking for journalists

Coursework and assessement

For coursework and assessment, students are expected to combine the theoretical and practical knowledge gained throughout the six weeks. This includes demonstrating an understanding of ethical considerations in digital journalism, proficiency in digital newsgathering and verification techniques, and the ability to critically analyse the impact of emerging technologies. Assessments will include a combination of written assignments, such as essays and case studies, and practical exercises, such as developing fact-checking frameworks or analysing digital news narratives for bias. Students should be prepared to articulate their perspectives on the future of journalism, considering the interplay of technological advancements, ethical dilemmas, and audience engagement. Ultimately, this course aims to foster informed, ethical, and adaptable journalists capable of upholding journalistic integrity in the rapidly evolving digital age.

The post Module: Digital Journalism first appeared on Media Helping Media.

We recommend that trainers read two articles on this site before adapting this lesson outline for their own purposes. Those articles are ‘Fact-checking and adding context‘ and ‘Beyond the basics of fact-checking‘.

Learning objective

Students will critically evaluate information by applying advanced fact-checking techniques to identify misinformation and disinformation. They will analyse claims using contextual analysis, evidence-based reasoning, and ethical awareness.

• Student-facing objective: By the end of this lesson, I’ll be able to use advanced fact-checking skills to spot and analyse misinformation and disinformation.
• Standards: Students will learn how to build on their fact-checking skills in order to create a rigorous system for combating misinformation and disinformation and all forms of fake news.

Learning activities

Warm-up

Display a series of brief statements related to current events or common knowledge. Ask students to decide if each statement is true or false. Encourage them to consider the source, context, and potential biases. After each statement, prompt students to share their reasoning and discuss different perspectives. This will activate their critical thinking and prepare them for deeper fact-checking analysis.

Direct instruction

Conceptual understanding: Introduce the concept of misinformation and disinformation. Use real examples, such as a recent viral social media post, to illustrate the difference. Discuss the motivations behind spreading false information. Ask students to identify potential impacts on society. Facilitate a brief discussion on the importance of critical thinking in evaluating information.

• Procedural skills and fluency: Demonstrate the fact-checking process using a step-by-step approach. Select a claim from a reputable news source. Walk through the steps:
• Selection and prioritisation: Explain why this claim is significant.
• Research and verification: Show how to use tools like reverse image search and keyword search.
• Analysis and interpretation: Evaluate the credibility of sources and evidence.
• Publication and dissemination: Discuss how to present findings clearly.
• Application: Present a scenario where students must apply their fact-checking skills. Use a hypothetical news article with embedded claims. Instruct students to work in pairs to:
  • Identify claims to fact-check.
  • Use research tools to verify information.
  • Analyse the context and potential biases.
  • Prepare a brief report on their findings.
  • Encourage students to consider ethical implications and the importance of transparency in their reports.

Guided practice

Think, Pair, Share: Guide students through a structured activity to reinforce fact-checking skills.

• Think: Present a new claim related to a current event. Ask students to individually analyse the claim, considering source credibility, context, and potential biases.
• Pair: Have students pair up to discuss their analyses. Encourage them to compare their findings and reasoning.
• Share: Facilitate a class discussion where pairs share their insights. Highlight diverse perspectives and correct any misconceptions. Use this opportunity to reinforce ethical considerations and transparency in fact-checking.
• Clarify: Address any questions or uncertainties that arise during the discussion. Provide additional examples or resources if needed.
• Reflect: Ask students to reflect on how their understanding of fact-checking has evolved. Encourage them to consider how they can apply these skills in real-world scenarios.

Independent practice

Assign students an exercise where they independently fact-check a short article containing multiple claims. Provide a placeholder for the article link. Instruct students to:

• Select one claim to verify.
• Use online tools to research and gather evidence.
• Analyse the context and identify any biases.
• Document their process and findings in a concise report.
• Encourage students to reflect on the ethical implications of their findings and the importance of transparency.

Assignment

Ask students these questions:

1. How does contextual analysis enhance the fact-checking process?
2. Why is ethical awareness important in fact-checking?
3. What’s one question you still have from today’s lesson?

Suggested answers:

• Suggested answer to Question 1: Contextual analysis helps identify the source, audience, and motivations, providing a deeper understanding of the claim.
• Suggested answer to Question 2: Ethical awareness ensures fairness, transparency, and consideration of the impact on individuals and society.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper exploration by having students fact-check more complex claims involving nuanced language or ambiguous evidence. Suggest they explore the ethical implications of fact-checking in different cultural contexts. Challenge them to create a presentation on the future of fact-checking, incorporating emerging technologies.
• Striving learners: Simplify tasks by providing structured templates for the fact-checking process. Use more straightforward claims for analysis. Pair them with peers for collaborative work to build confidence. Offer additional examples and guided practice to reinforce understanding.
• Recommended reading: As mentioned earlier we recommend that trainers read two articles on this site before adapting this lesson outline for their own purposes. Those articles are ‘Fact-checking and adding context‘ and ‘Beyond the basics of fact-checking‘.

Notable definitions

• Misinformation: False or misleading information spread without harmful intent. It often arises from misunderstanding or lack of knowledge.
• Disinformation: Deliberately false information spread with the intent to deceive or mislead. It is often used to manipulate public opinion or obscure the truth.
• Contextual analysis: The process of examining the circumstances surrounding a claim, including the source, audience, and potential motivations, to better understand its validity and implications.

Required materials

• Computers or tablets with internet access
• Access to fact-checking tools (e.g., reverse image search, keyword search)
• Printed or digital copies of a hypothetical news article for analysis
• Notebooks or digital devices for note-taking and report writing
• Projector or screen for displaying statements and examples

Lesson summary

• Warm-up
• Direct instruction
• Guided practice
• Independent practice
• Assignment

The free teaching tools at the Khan Academy were used in the production of this lesson plan.

Related articles

Fact-checking and adding context

Beyond basic fact-checking

The post Lesson: Beyond basic fact-checking first appeared on Media Helping Media.

It is based on the article ‘Dealing with algorithmic bias in news‘, which we recommend trainers read before adapting this outline for your own purposes.

Learning objective

Students will identify and analyse instances of algorithmic bias in news content. They will evaluate the impact of such biases on news quality and credibility, using real-world case studies.

• Student-facing objective: By the end of this lesson the student will be able to spot and assess algorithmic bias in news stories and understand how it affects the news we read and produce.
• Standards: Journalist will learn how to spot and deal with algorithmic bias in news

Learning activities

Warm-up

Display a short news headline generated by an algorithm. Ask students: “What do you notice? What do you wonder?” Give them a few minutes to think and discuss with a partner. Then, select a few students to share their observations and questions. Record these for all to see. Guide the conversation towards recognising potential biases in the headline, such as language choice or topic emphasis. This primes students for deeper exploration of algorithm bias in news.

Direct instruction

• Introduction to algorithmic bias: Explain the concept of algorithmic bias. Define key terms: selection bias, confirmation bias, and representation bias. Use a real example, such as a news recommendation engine that consistently suggests similar types of stories, to illustrate how bias can manifest. Discuss the impact of these biases on news quality and credibility.
• Sources of algorithmic bias: Describe the origins of algorithmic bias. Highlight three main sources: biased data, biased algorithms, and lack of transparency. Provide a case study, such as the Facebook Cambridge Analytica scandal, to demonstrate how biased data can lead to skewed news coverage. Encourage students to consider how transparency in algorithm design could mitigate these issues.
• Case studies and lessons learned: Present a case study where algorithm bias affected news coverage, such as the YouTube algorithm’s role in spreading misinformation. Discuss the lessons learned from this case. Ask students to identify signs of bias and suggest strategies for reducing its impact. Emphasise the importance of human oversight and editorial judgment in balancing algorithmic recommendations with journalistic integrity.

Guided practice

Think, Pair, Share: Guide students through a structured discussion to identify algorithmic bias in news content.

• Think: Present a news article generated by an algorithm. Ask students to individually identify potential biases, focusing on language, source selection, and representation.
• Pair: Have students pair up to discuss their findings. Encourage them to compare observations and refine their understanding of algorithmic bias.
• Share: Facilitate a class discussion where pairs share their insights. Record key points on the board, highlighting common biases and unique observations.
• Connect: Relate the discussion back to the case studies covered in direct instruction. Ask students to connect their findings with real-world examples.
• Reflect: Conclude with a reflection on how recognising algorithmic bias can improve news quality and credibility. Encourage students to consider the role of journalists in mitigating bias.

Independent practice

• Bias detection exercise: Provide students with a set of news articles generated by algorithms. Instruct them to identify and annotate instances of potential bias, focusing on language, source selection, and representation. Use a digital tool or printed copies for annotations.
• Analysis and reflection: Ask students to write a brief analysis of their findings, discussing the impact of identified biases on news quality and credibility. Encourage them to propose strategies for mitigating these biases.
• Peer review: Pair students to exchange their analyses. Have them provide constructive feedback on each other’s work, focusing on the clarity of bias identification and the feasibility of proposed strategies.

Assignment

Ask students:

1. What is one example of algorithmic bias you identified in today’s lesson?
2. How can journalists help mitigate algorithmic bias in news content?
3. What’s one question you still have from today’s lesson?

Suggested answers:

• Suggested answer to Question 1: An example is the YouTube algorithm promoting misinformation by favouring sensational content.
• Suggested answer to Question 2: Journalists can advocate for transparency in algorithm design and apply human oversight to ensure balanced news coverage.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore additional case studies or research articles on algorithmic bias. Challenge them to propose innovative solutions for mitigating bias, considering ethical implications and technological advancements.
• Striving learners: Simplify concepts by using more relatable examples and providing additional scaffolding, such as graphic organisers or guided notes. Offer more structured support during activities, such as pairing them with peers who can assist in discussions and exercises.
• Recommended reading: This lesson plan is based on the article ‘Dealing with algorithmic bias in news‘, which we recommend trainers read before adapting this outline for your own purposes.

Notable definitions

Algorithmic bias: The systematic and repeatable errors in a computer system that create unfair outcomes, such as privileging one arbitrary group of users over others.

Selection bias: A type of bias caused by selecting non-random data for analysis, which can lead to inaccurate conclusions.

Confirmation bias: The tendency to favour information that confirms existing beliefs or hypotheses, often leading to skewed data interpretation.

Required materials

• Computers: For accessing digital news articles and annotation tools.
• Printed copies: News articles for annotation exercises (optional).
• Digital annotation tools: Software or apps for marking up digital articles.
• Whiteboard/Markers: For recording observations and discussion points.
• Projector: To display news headlines and case studies.
• Notebooks/Pens: For students to take notes and write reflections.

Lesson summary

• Warm-up
• Direct instruction
• Guided practice
• Independent practice
• Assignment

The free teaching tools at the Khan Academy were used in the production of this lesson plan.

Related article

Dealing with algorithmic bias in news

The post Lesson: Algorithmic bias first appeared on Media Helping Media.

It’s based on the article ‘Fake news and trust chains‘ which we recommend trainers read before adapting this material for your own purposes.

Learning objective

Students will identify and categorise different types of fake news, including errors, satire, misinformation, and disinformation. They will also apply strategies to verify information and build trust chains in journalistic practice.

• Student-facing objective: By the end of this lesson the student will be able to spot different kinds of fake news and use techniques to check facts and build trust in their reporting.
• Standards: This lesson plan aims to help journalists recognise the types of fake news and how to deal with them.

Learning activities

Warm-up

Present students with four brief news headlines. Ask, “Which one doesn’t belong?” Ensure each headline is distinct in its nature: one could be an error, another satire, a third misinformation, and the last disinformation. Allow students a few minutes to think and then discuss with a partner. Prompt them to explain their reasoning for identifying the outlier. Conclude by highlighting the differences between the types of fake news, setting the stage for deeper exploration in the lesson.

Direct instruction

Conceptual understanding: Begin with a brief lecture on the evolution of “fake news.” Explain the distinction between fabricated stories and the dismissal of legitimate news. Use historical examples, such as propaganda in wartime, to illustrate how misinformation has been used. Highlight the recent rise of “fake news” as a tool to undermine credible sources.

Procedural skills and fluency: Introduce the types of fake news: errors, satire, misinformation, and disinformation. Provide real-world examples for each type. For instance, show a satirical article from a known humor site and a misinformation piece that selectively quotes facts. Discuss the motivations behind each type and how they can impact public perception.

Application: Explain the concept of a “trust chain” in journalism. Break down the steps: self-awareness, transparent reporting, critical evaluation, source verification, fact vs. opinion, reliable sources, cross-verification, internet caution, and diverse perspectives. Use a current news story and walk through the process of verifying its credibility, demonstrating each step of the trust chain.

Guided practice

Think, Pair, Share: Distribute a set of news articles to each student, ensuring a mix of errors, satire, misinformation, and disinformation.

• Think: Ask students to individually read and identify the type of fake news in each article, noting their reasoning.
• Pair: Have students pair up to discuss their findings, encouraging them to challenge each other’s classifications and reasoning.
• Share: Facilitate a class discussion where pairs share their insights. Encourage students to explain their thought process and how they applied the trust chain principles.
• Reflect: Conclude with a reflection on how these skills can be applied in real-world journalism to maintain credibility and trust.

Independent practice

• Assign students an exercise to identify and categorise types of fake news from a curated list of articles. Include a mix of errors, satire, misinformation, and disinformation.
• Instruct students to apply the trust chain principles to verify the credibility of each article. Encourage them to document their process and findings.
• Circulate to observe and support students, ensuring they understand how to differentiate between types of fake news and apply verification strategies effectively.

Assignment

Ask these questions:

1. How can you differentiate between misinformation and disinformation?
2. What is one step in the “trust chain” that you find most crucial, and why?
3. What’s one question you still have from today’s lesson?

Suggested answers:

• Suggested answer to Question 1: Misinformation involves unintentional inaccuracies, while disinformation is deliberately deceptive.
• Suggested answer to Question 2: Source verification is crucial because it ensures the information’s origin is reliable.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having students explore the motivations behind fake news. Assign a research task on the historical use of misinformation in different cultures or political contexts. Challenge them to create a presentation on how these tactics have evolved with technology.
• Striving learners: Simplify the lesson by focusing on fewer types of fake news. Use clear, relatable examples. Provide graphic organisers to help them categorise and differentiate between types. Offer additional support during the “trust chain” activity by guiding them through each step with structured prompts.
• Background reading: This lesson plan is based on the article ‘Fake news and trust chains‘ which we recommend trainers read before adapting this material for your own purposes.

Notable definitions

• Fake news: Fabricated stories presented as truth, or the dismissal of legitimate news as false to discredit unfavourable reporting.
• Misinformation: The spread of false or misleading information without malicious intent, often due to errors or misunderstandings.
• Disinformation: Deliberate creation and dissemination of false information with the intent to deceive and manipulate public perception.

Required materials

• News articles (mix of errors, satire, misinformation, disinformation)
• Printed copies of a curated list of articles for independent practice
• Access to computers or tablets for online research and verification
• Projector for displaying headlines and examples
• Whiteboard and markers for class discussion and notes

Lesson summary

• Warm-up
• Direct instruction
• Guided practice
• Independent practice
• Assignment

The free teaching tools at the Khan Academy were used in the production of this lesson plan.

Related article

Fake news and trust chains

The post Lesson: Fake News first appeared on Media Helping Media.

It’s the job of the journalist to try to find and present the truth, but fact-checking isn’t easy. It requires a methodological approach to verification.

Many find it difficult to distinguish between credible and misleading content in today’s digital age. With the rise of social media, false and misleading information has become more prevalent, making it even more difficult for people to tell the difference between fact and fiction.

Because many media outlets are profit-driven, sensationalist and clickbait content frequently takes precedence over fact-based journalism. As a result, trust in journalism as a whole has declined, while, at the same time, skepticism about the reliability of information published and shared has grown.

The preference of social media platforms for engagement and amplification has contributed to the information disorder. Indeed, credible and evidence-based information is in short supply, while false and misleading content continues to spread on social media.

Because of this it is critical to have a strong fact-checking system in place to combat the spread of false and misleading information.

A fact-checker must be skilled at digital investigation and willing to go the extra mile to uncover a kernel of truth. To assess the veracity of information accurately, fact-checkers must be trained in and have access to digital tools, techniques, and resources.

Fact-checking in action

At Nepal Check, we use both human intelligence and digital tools to verify information spreading online. Over the past six months, we have fact-checked a wide range of false claims, from political statements to health misinformation.

On the eve of the November 20 2022 elections in Nepal, we fact-checked screenshots purported to be from a secret circular issued by the ruling Nepali Congress urging its supporters not to vote for Maoist candidates.

Not only was the so-called “secret circular” made up. Election misinformation spreaders created screenshots of ‘news’ that claimed to have been published by reputable digital outlets and a newspaper in Nepal.

We dug deep into the misinformation spreaders to find out what party they were affiliated with. We found that the majority were affiliated with an opposition party that competed with the ruling alliance.

One of the fake news reports had a reporter’s byline. The claim was refuted by the reporter himself. In the fact-check, Nepal Check cited him. We also cited news outlets that claimed the screenshots were fake. In addition to relying on their statement, we checked the claims on news websites.

Finally, our investigation revealed that the Nepali Congress party’s Central Working Committee had not met in nearly three months when the meeting was claimed. We also used the occasion to explain how morphed screenshots are created. In doing so, we hoped to raise awareness about the technique so that people would think twice before spreading false information.

We fact-checked videos with false claims that Gagan Thapa, the general secretary of the Nepali Congress, promised freebies if elected prime minister. Thapa is a popular politician and is often the target of misinformation. The video claiming Thapa promised free smartphones, free petrol and a monthly stipend for the elderly had circulated on social media for several months.

To debunk the claim, we needed to find the original, full version of the video. So we started by looking up the video on YouTube. We discovered a video of the political function, but it lacked the section where Thapa was quoted. However, the video provided an important clue that a fact-checker can use to conduct additional research. It displayed the event’s date and location.

With this vital information, we were able to locate the event organizer’s Facebook page. A further Google search led us to the full version of the video, which had been published by a local television station. We found that Thapa’s statement had been taken out of context in order to spread misinformation.

Thapa had argued that while populist programs receive widespread support, they are difficult to fund. To disseminate misinformation, the video, which was more than an hour long, was edited down to a 22-second clip. We could verify this by following the claim back to its source, which is an important aspect of combating misinformation.

Human intelligence and engaging the audience

While the digital age creates opportunities for the spread of fake news, misinformation and disinformation, it also creates opportunities for fact checkers to follow digital trails in order to try to find the source and the veracity of the information being shared.

The fundamental journalistic skills of fact-checking are not new, they just need applying to the digital age. Our duty, as always, is to publish accurate, fair, objective, impartial and well-sourced information, backed by well-researched context and analysis. That has not changed. And digital tools are a massive help in the pursuit of robust and critical journalism. We just need to make sure we are using those tools as well as those who propagate falsehoods do.

All newsrooms must have a fact-checking team made up of dedicated journalists who are skilled in thorough research and diligent scrutiny in order to ensure that all information shared is a true representation of news events.

Below is a list of some of the tools Nepal Check uses, and how we use them.

Human intelligence

• Research who is behind the information being spread, try to find a trail of similar information to lead you to the source.
• Does the fake news item carry a byline? Does that person exist? If they do contact them. By doing so you might find a new lead in your search for the truth.
• Does what is being said stand up to historical scrutiny? Research and establish the sequence of events leading up to the claims.

Digital tools

• Is the evidence real or manipulated or used out of context?
• Are screenshots real or fake, can you find any evidence of the original material online or in print? If not, why not? Who could have created the screenshots and why?
• Is video being used? Has a clip been taken out of context? As a journalist you have a duty to search for the original, watch it in its entirety, and offer a more complete picture including the situation and circumstances in which it was shot in order to add context and relevance.
• When you find the original you will also discover the date and, possibly, the location of the original material. Do these match the details in the clip?
• Check all social media links back to the original source to find out what other material has been shared.

Engaging your audience

• Be totally transparent in your myth-busting research.
• Let those who read your journalism know the steps you took and the evidence you uncovered.
• By doing so you will help them understand more about fake news and empower them with the tools to do their own fact-checking.

The post Creating a strong fact-checking system first appeared on Media Helping Media.

Fake news is not new, it’s been around for thousands of years but the speed and ability for anyone to share text, videos and images has made dealing with fake news more difficult.

Throughout history there have always been attempts to fool and confuse the public while distracting attention from the truth.

However, in recent years disinformation has become much more widespread, and it constitutes a direct challenge to honest, truthful reporting. So what should journalists do about it?

Fojo Media Institute has an excellent free resource called Fojo Check containing tools for journalists wanting to brush up their skills in fact-checking.

We spoke to a range of experts involved in training journalists, and we asked them how to spot fake news and deal with it. Responses listed alphabetically.

Annelie Frank, the project manager for Fojo’s fact-checking hub Faktajouren says many know about fake news’, but not many understand what it is.

“It’s not news, because news tells us what’s really happened even if mistakes occasionally are made. I don’t think a lot of people fall for fake news on fake news sites nowadays. The public has been educated on source criticism and on how the media works. The former US president has practically kidnapped the term with his attacks on traditional media. Fake news is not the big problem. But disinformation is a greater threat. These kinds of stories contain quite a lot of truth. A government decision can be described correctly, but relevant information will be left out and thereby the big picture is muddled.”

Associate Professor Dr. Dinh Thi Thuy Hang – Director, Center for Further Training of Professional Journalists (VJTC), Vietnam Journalists Association (VJA)

“In 2021 the VJTC conducted five training workshops for journalists in identifying and checking fake news, disinformation and misinformation.

“Fake news often appears on social networks. They have catchy and often shocking headlines to attract attention. As an internet user, I often read through the information, then look at the link (URL).

“Misinformation often comes from fake news websites which are created to appear almost identical to the original websites.

“When in doubt I cross check the date and the event to see if the information is published on other newspapers or news sites. If the news is discussed by other sources, such as mainstream newspapers, there’s a high chance that news is true. However, for journalists, they still need to verify the information with sources to gather evidence in order to confirm that the news is accurate.

“When I find misinformation being spread, I often post on my family’s and friend’s groups on social media to tell them that the information being shared is fake and that they shouldn’t believe it or circulate it. However some people still circulate misinformation even though they are suspicious of the information being shared via social media links.”

Sanjoy Hazarika is a former reporter for the New York Times, author and documentary filmmaker. He is co-convenor of the South Asia Media Defenders Network (SAMDEN) and currently Director of the Commonwealth Human Rights Initiative (CHRI). He is the founder of the Centre for North East Studies and Policy Research (C-NES).

“I encourage journalists to access well-known resources and organizations which flag, challenge and disseminate information about fake news and their media handles. Every major country has a few dedicated persons focusing on these critical issues. In addition, the answer to fake news is to place the facts on any issue in the public domain.

“Another way — slower than getting a news break from a reliable source but reliable — is to use freedom of information/right to information laws which exist in many parts of the world.

“Journalists have won national and international awards by anchoring their reporting about key government issues of public concern on right to information (RTI) requests. RTI has become an important tool for media to investigate official wrongdoing. The facts can’t be disputed because they come from the original source: the relevant government department.”

Naomi Goldsmith – journalism trainer and media consultant

“I personally think there is no such thing as ‘fake news’. If the information is fake, then it’s not news.

“News, of course, should always be accurate, and where there is uncertainty or controversy – this should be made clear.

“There are people who knowingly or mistakenly create or pass on information which is not accurate, and this can more precisely be referred to as disinformation and misinformation.

“Disinformation – like dishonest – means it’s deliberately false. Misinformation – like mistake – means there wasn’t a deliberate intention to create or pass on false or misleading information. It was a mistake.”

(Naomi has written a longer piece for this site about dealing with disinformation and misinformation).

Jaldeep Katwala – writer and journalist

“Look at the source. Is it an organisation you trust? If the information comes to you via social media from a friend of a friend or someone you vaguely know, be particularly suspicious.

“Does it sound credible? Are the sources quoted recognised and traceable?

“Beware of opinions masquerading as facts. Always ask what is this person’s perspective and ask if they are trying to support an outrageous statement with partial or unlikely facts.

“Journalists are gatekeepers of information. We check the validity of what we are told and then share it with the audience once we are sure it is accurate, honest and truthful.

“Sometimes journalists fail in this regard, so information published by other news outlets also needs to be tested.

“If you’re not sure that information is correct don’t pass it on. Be subjective but don’t be obsessive.

“In your work as a news gatherer be sure to cast your eyes and ears widely in an attempt to include multiple perspectives. Don’t limit yourself to a personal echo chamber cut off from the real world and other points of view.

“Keep an open mind, listen to diverse opinions, and always check and double check all the information you come across before passing it on to those who turn to you for reliable information.”

Richard Sambrook – former Emeritus Professor of Journalism at Cardiff University

“Fake news is a phrase used to cover many different sorts of problems – and sometimes used to undermine legitimate journalism. Basically there is misinformation – information which is unintentionally wrong and simply needs correcting – and disinformation, which is deliberately wrong and intended to mislead.

“The problem of disinformation isn’t going to go away. The tools of disinformation are getting more sophisticated. For example, artificial intelligence can now manipulate audio and video to make it appear people have said things they have not said.

“So how can you spot Fake News? Ask some basic questions:

• • Who is saying this? Is the source clear and are they who they say they are (e.g. is the website url genuine?)
  • Where are other voices, views and sources on this topic? If there are none – be suspicious.
  • Why are they saying this? Is it to inform? persuade? entertain? educate? Or might it be to mislead?
  • When was this said? Is it contemporary or is it a picture or quote taken out of context from the past to mislead about a current issue?

“When misinformation or disinformation is found, it needs to be corrected. But that alone may not be enough. In the end, serious journalists need to commit to high standards of accuracy, fairness, providing evidence, reporting a range of views and being open about their purpose and accountable if mistakes get made. Openness and transparency are the best means of winning trust.

“Understanding fake news and verification techniques are built into core journalism modules at Cardiff University.”

The post Dealing with fake news first appeared on Media Helping Media.

Journalists attempting to deal with ‘fake news’ need to understand the difference between disinformation and misinformation.

In the fast-moving world of newsgathering journalist need to be alert to those who knowingly or mistakenly create or pass on information which is not accurate.

This can more precisely be referred to as ‘disinformation’ and ‘misinformation.’

• Disinformation – like dishonest – means it’s deliberately false.
• Misinformation – like mistake – means there wasn’t a deliberate intention to create or pass on false or misleading information. It was a mistake.

Motivation

It is worth considering why someone would want to create disinformation. This will help you identify it. You need to understand their motivation. It could be:

• Financial or commercial gain
• Ambition or power
• A belief, faith or allegiance which overrides reason and facts
• A desire to cause trouble or disruption

Ask yourself what the creator of the content stands to gain by sharing the information.

• Will they financially benefit?
• Are they trying to discredit a competitor or political rival?
• Are they a fervent believer of a certain way of thinking and trying to persuade others to share their views?
• Are they trying to frighten people or cause confusion with their content?

People who are trying to entertain or amuse others – usually make clear that their content is a parody or satire – but not always.

Use your common sense.

• If the content is making a claim of commercial gain or large profits – investigate further.
• If the content contains accusations of wrongdoing against a named individual or organisation – where is the evidence and the right to reply?
• Headlines and introductions which promise to reveal something previously unknown or which play on your emotions – need to be treated cautiously.

Of course, a talented journalist knows how to write a headline which arouses an audience’s curiosity but they also deliver on what they promise in the body of the story.

Misinformation may have occurred because the information or pictures were believed and/or weren’t checked thoroughly before being published.

To identify misinformation it is important to check back, step by step to the original source of the information – this technique of investigating is called the Trust Chain.

Dealing with misinformation or disinformation?

If the content has been published on a mainstream media outlet – then you can inform the editorial team.

If it has been published on a social media platform it can also be reported to their moderators.

In some countries, social media companies are regulated by a government-approved regulatory body – you could also complain to them.

However, be careful about getting into an argument with individual commentators who are peddling false information as this can drive traffic to their accounts and websites and increase their exposure.

There are many media literacy websites which offer advice on how to deal with misinformation and disinformation.

The International Fact-Checking Network (IFCN) sets a code of ethics for fact-checking organisations. The IFCN reviews fact-checkers for compliance with its code and issues a certification to publishers who pass the audit.

The certification lasts for one year, and fact-checkers must be re-examined annually to retain their certifications. It is part of the Poynter organisation.

Check that the fact-checker you use is verified by the International Fact-Checking Network.

The post Disinformation and misinformation first appeared on Media Helping Media.

The term “fake news” encompasses two distinct concepts: fabricated stories masquerading as truth and the dismissal of legitimate news as false, often used to discredit unfavourable reporting.

Understanding these definitions is crucial for journalists committed to ethical practice.

The evolution of “fake news”

While fabricated information has existed throughout history, the contemporary concept of objective journalism, based on verifiable facts and unbiased reporting, is relatively recent.

The deliberate weaponisation of “fake news” to undermine credible sources gained prominence in recent years.

Dissecting fake news: types and motivations

There are many types of fake news. Here’s a breakdown:

• Errors: Unintentional inaccuracies due to mistakes or misunderstandings. These are generally forgivable.
• Satire: Intentionally humorous fabrications. While often harmless, satire can be misinterpreted or offensive.
• Misinformation (half-truths): The manipulation of real facts, often through selective quoting, to support a specific agenda.
• Disinformation (manufactured news): Deliberate fabrication designed to deceive, erode trust in reliable sources, and disrupt public discourse.

The social media factor

Social media platforms have become a breeding ground for “fake news,” fuelled by their accessibility, speed, and lack of content regulation.

The viral nature of social media amplifies misinformation, and the allure of sensational but false content often outpaces the spread of factual reporting.

Building trust chains: a journalist’s shield

The “trust chain” is a critical tool for combating “fake news.” It involves verifying information at every stage, from the original source to the final audience. The main principles include:

• Self-awareness: Acknowledge personal biases and strive for objectivity.
• Transparent reporting: Attribute sources and disclose any uncertainties.
• Critical evaluation: Question information, especially when it raises doubts.
• Source verification: Trace information back to its origin and assess its reliability.
• Fact vs. opinion: Clearly differentiate between verifiable facts and subjective opinions.
• Reliable sources: Cultivate relationships with trustworthy sources and utilise reputable news agencies.
• Cross-verification: Consult multiple independent sources to confirm information.
• Internet caution: Evaluate website credibility beyond surface appearances and avoid relying solely on online sources.
• Diverse perspectives: Compare reporting from various news outlets to identify potential biases or discrepancies.

Checklist to combat fake news

The proliferation of “fake news” threatens the foundation of informed public discourse.

• Journalists must prioritise rigorous fact-checking and transparency to maintain public trust.
• Media literacy is essential for audiences to discern credible information from misinformation.
• The speed of online information often overtakes the needed time for accuracy.
• Attributing sources within all reporting greatly increases accountability and builds trust.

By adhering to these principles, journalists can strengthen the “trust chain” and play a vital role in safeguarding the integrity of information.

This module is based on material published by The News Manual and reproduced with permission.

Questions

1. What is the contemporary concept of objective journalism based on?
2. Identify two types of fake news.
3. How does satire differ from disinformation?
4. Explain the role of social media in the spread of fake news.
5. What is the “trust chain” and why is it important for journalists?
6. List three principles of the “trust chain” that help combat fake news.
7. How does misinformation differ from disinformation?
8. Why is media literacy important for audiences in the context of fake news?
9. Discuss the impact of the speed of online information on accuracy.
10. How can journalists maintain public trust according to the text?

Answers

1. The contemporary concept of objective journalism is based on verifiable facts and unbiased reporting.
2. Two types of fake news mentioned are errors and satire.
3. Satire is intentionally humorous and often harmless, while disinformation is deliberate fabrication designed to deceive.
4. Social media amplifies misinformation due to its accessibility, speed, and lack of content regulation, often spreading sensational but false content faster than factual reporting.
5. The “trust chain” is a process of verifying information at every stage to combat fake news, ensuring credibility from the original source to the final audience.
6. Three principles of the “trust chain” include self-awareness, transparent reporting, and source verification.
7. Misinformation involves manipulating real facts to support a specific agenda, while disinformation is the deliberate fabrication of false information.
8. Media literacy is important because it enables audiences to discern credible information from misinformation, maintaining informed public discourse.
9. The speed of online information often overtakes the time needed for accuracy, leading to the spread of unverified or false information.
10. Journalists can maintain public trust by prioritising rigorous fact-checking, transparency, and attributing sources within all reporting.

The spectrum of information disorder

• Misinformation: False information that is shared, but without harmful intent.
• Disinformation: False information that is deliberately created and spread to cause harm.
• Malinformation: Information that is based on reality, used to inflict harm, such as private information spread publicly.

Types of fake news

• Fabricated content: Completely made-up stories designed to deceive. Often uses sensational headlines and emotional appeals.
• Manipulated content: Genuine content that has been altered, such as photoshopped images or edited videos. “Deepfakes” fall into this category, using AI to create realistic but false videos.
• Imposter content: Using the name or branding of a reputable source to spread false information. This can involve fake websites or social media accounts.
• False context: Genuine content that is presented with a false narrative or context.
  For example, using an old photo to depict a current event.
• Satire/Parody: While intended as humour, it can be mistaken for real news, especially if taken out of context.
• Clickbait: Sensational or misleading headlines designed to attract clicks, often with little relation to the actual content.

How to deal with fake news

• Verify the source:
  • Check the website’s “About Us” section.
  • Look for signs of professionalism and transparency.
  • Investigate the author’s credentials.
• Cross-reference information:
  • See if reputable news outlets are reporting the same story.
  • Use fact-checking websites such as Snopes, PolitiFact, and FactCheck.org.
• Analyse the content:
  • Be wary of emotionally charged headlines and sensational claims.
  • Look for evidence and supporting sources. Pay attention to the date and time of publication.
• Check images and videos:
  • Use reverse image search tools such as Google reverse image search to see if an image has been used elsewhere.
  • Be aware of deepfakes and manipulated videos.
• Be alert to bias:
  • Recognise your own biases and how they might influence your perception of information.
  • Seek out diverse perspectives.
• Practice media literacy:
  • Educate yourself and your audience about how to identify fake news.
  • Promote critical thinking and healthy skepticism.
• When reporting:
  • If you must report on fake news, do so in a way that clearly labels it as such.
  • Provide accurate information to counter the false narrative.
  • Avoid amplifying the fake news by repeating it unnecessarily.
• Use fact checking tools:
  • There are many tools that can help fact check content.
  • By staying informed and practicing these techniques, journalists can play a vital role in combating the spread of fake news and protecting the integrity of information.

Lesson plan for trainers

If you are a trainer of journalists we have a free lesson plan: ‘Fake news and trust chains‘ which you are welcome to download and adapt for your own purposes.

The post Fake news and trust chains first appeared on Media Helping Media.

With the spread of fake news, journalists need to recognise and understand the different categories, types, elements, and phases of information disorder.

Claire Wardle sets out the seven common forms of information disorder.

Categories of information disorder

1. Satire or parody: No intention to cause harm but has potential to fool.
2. Misleading content: Misleading use of information to frame an issue or individual.
3. Imposter content: when genuine sources are impersonated.
4. Fabricated content: New content is 100% false, designed to deceive and do harm.
5. False connection: When headlines, visuals, or captions don’t support the content.
6. False context: When genuine content is shared with false contextual information.
7. Manipulated content: When genuine information or imagery is manipulated to deceive.

Types of information disorder

1. Misinformation: Unintentional mistakes such as inaccurate photo captions, dates, statistics, translations, or when satire is taken seriously.
2. Disinformation: Fabricated or deliberately manipulated audio.visual content. Intentionally created conspiracy theories or rumours.
3. Malinformation: Deliberate publication of private information for personal or corporate rather than public interest. Deliberate change of context, date or time of genuine content.

Elements of information disorder

1. Agent
2. Message
3. Interpeter

Phases of information disorder

1. Creation: When the message is created.
2. (Re) Production: When the message is turned into a media product.
3. Distribution: When the product is distributed or made public.

Note: This material above first appeared on First Draft and has been reproduced here with the author’s consent. 

Expanding the context; The erosion of trust

The prevalence of fake news isn’t merely a nuisance; it’s a symptom of a broader societal shift. We’re living in an information ecosystem where trust is increasingly fragile. The internet, while democratising access to information, has also lowered the barriers to its manipulation. This creates a fertile ground for information disorder to flourish.

Categories of information disorder: Beyond simple definitions

• Satire or parody: While often harmless in intent, the line between satire and misleading content can blur, especially when taken out of context or shared with audiences unfamiliar with the original source. The danger lies in the potential for misinterpretation and the subsequent spread of misinformation.
• Misleading content: This category highlights the power of framing. By selectively presenting information, even if factually accurate, manipulators can create a distorted narrative. Understanding how framing works—through choice of language, imagery, and emphasis—is crucial for journalists.
• Imposter content: This form preys on established trust. It underscores the importance of verifying sources and understanding how easily digital identities can be faked.
• Fabricated content: This is the most insidious form, as it involves the deliberate creation of falsehoods. Recognising the telltale signs of fabricated content, such as lack of sourcing, emotional manipulation, and inconsistencies, is essential.
• False connection, false context, and manipulated content: These categories emphasise the importance of context. Even genuine content can be weaponised when its context is altered. Journalists must be meticulous in tracing the origins of information and ensuring its accurate presentation.

Types of information disorder: Intent matters

• Misinformation (unintentional): While unintentional, misinformation can still have significant consequences. This highlights the need for rigorous fact-checking and accountability, even for unintentional errors.
• Disinformation (intentional): This type is driven by malice and a desire to deceive. It often involves sophisticated tactics, such as coordinated campaigns and the use of bots and trolls. Understanding the motivations behind disinformation is crucial for countering its spread.
• Malinformation (deliberate harm): This category underscores the ethical dimensions of information disorder. The deliberate exposure of private information or the manipulation of genuine content for harmful purposes represents a serious breach of trust.

Elements of information disorder: A communication model

• Agent: This encompasses not only human actors but also automated systems such as bots and algorithms. Understanding the motivations and capabilities of different agents is crucial for analysing information disorder.
• Message: The message itself is the vehicle for information disorder. Analysing its content, format, and style can reveal clues about its origins and intent.
• Interpreter: The audience plays a critical role in the spread of information disorder. Factors like media literacy, cognitive biases, and social networks influence how individuals interpret and share information. Recognising these factors is essential for developing effective countermeasures.

Phases of information disorder: A lifecycle perspective

• Creation: Understanding the techniques used to create false or misleading content is crucial for early detection. This includes analysing the use of deepfakes, manipulated images, and fabricated narratives.
• (Re)production: The transformation of raw information into media products can involve further manipulation and distortion. Understanding the role of algorithms and social media platforms in amplifying certain types of content is essential.
• Distribution: The speed and scale of digital distribution make it challenging to control the spread of information disorder. Understanding the dynamics of social networks and the role of influencers is crucial for mitigating its impact.

Adding value and depth: The journalist’s role

• Media literacy: Journalists must be champions of media literacy, educating the public about the dangers of information disorder and equipping them with the tools to discern credible sources.
• Verification and fact-checking: Rigorous fact-checking is more critical than ever. Journalists must be meticulous in verifying information from all sources.
• Transparency and accountability: Journalists must be transparent about their sources and methods, and they must hold themselves accountable for their reporting.
• Ethical considerations: Journalists must be mindful of the ethical implications of their reporting, particularly when dealing with sensitive or potentially harmful information.
• Understanding algorithms: Journalists need to have a basic understanding of how algorithms work, and how they can be manipulated to spread disinformation.
• Building trust: In a world of eroding trust, journalists must strive to build and maintain credibility by adhering to the highest ethical standards.

By understanding the complexities of information disorder, journalists can play a vital role in safeguarding the integrity of the information ecosystem and protecting the public from its harmful effects.

The post Forms of information disorder first appeared on Media Helping Media.