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.

It’s essential for journalists to maintain precision in their use of language, especially when dealing with words that sound or look similar but which carry different meanings.

Journalists not only have to be accurate with their facts, they also need to be clear in their writing. Using the wrong words can confuse the audience and lead to the spread of misinformation.

In his article, The Power of Words, John Allen listed 26 combinations of words that sound or look the similar but have a different meaning, spelling, or both. These words are called ‘homophones’. We have taken John’s list and expanded it to 110 words by referencing several sources which we have included below.

We then fed the list into Google Gemini AI with the prompt to order the words alphabetically as well as adding a sentence to each grouping explaining the meaning of the words. The team at MHM then went through the list, checked the text and revised where necessary.

We hope you find the list helpful. It’s likely we will add to it as new combinations come to light.

• Abuse/Misuse: Abuse is to treat badly; misuse is to use incorrectly.
• Affect/Effect: Affect is to influence; effect is a result.
• Aggravate/Annoy: Aggravate is to worsen; annoy is to irritate.
• Amend/Emend: Amend is to modify; emend is to correct text.
• Amiable/Amicable: Amiable is friendly; amicable is characterised by friendliness.
• Anticipate/Expect: Anticipate is to foresee and act; expect is to believe something will happen.
• Appraise/Apprise: Appraise is to assess value; apprise is to inform.
• Assent/Agree: Assent is to concur formally; agree is to have the same opinion.
• Assumption/Presumption: Assumption is something taken for granted; presumption is an arrogant supposition.
• Assure/Ensure/Insure: Assure is to remove doubt; ensure is to make certain; insure is to protect against risk.
• Aural/Oral: Aural relates to hearing; oral relates to speaking.
• Beside/Besides: Beside means next to; besides means in addition to.
• Biannual/Biennial: Biannual occurs twice a year; biennial occurs every two years.
• Born/Borne: Born is brought into life; borne is carried.
• Breach/Breech: Breach is a violation; breech is the rear part of a firearm or lower rear part of the body.
• Broach/Brooch: Broach is to introduce a topic; brooch is an ornamental pin.
• Can/May: Can indicates ability; may indicates permission.
• Captivate/Capture: Captivate is to attract and hold attention; capture is to seize.
• Censor/Sensor: Censor is to suppress content; sensor is a device that detects.
• Childish/Childlike: Childish is immature; childlike is innocent.
• Chord/Cord: Chord is a musical combination; cord is a thin rope.
• Cite/Sight/Site: Cite is to quote; sight is the ability to see; site is a location.
• Collude/Conspire: Collude is to cooperate secretly; conspire is to plan secretly.
• Common/Mutual: Common is shared; mutual is reciprocal.
• Complement/Compliment: Complement completes or enhances; compliment expresses praise.
• Compose/Comprise: Compose is to create; comprise is to consist of.
• Compulsive/Compulsory: Compulsive is driven by an irresistible urge; compulsory is required by law.
• Comprise/Consist: Comprise is to include or contain; consist is to be made up of.
• Continual/Continuous: Continual occurs repeatedly; continuous occurs without interruption.
• Credible/Credulous: Credible is believable; credulous is gullible.
• Defective/Deficient: Defective has a flaw; deficient lacks something.
• Definite/Definitive: Definite is certain; definitive is conclusive.
• Dependent/Dependant: Dependent is an adjective meaning relying on; dependant is a noun meaning a person who relies on another.
• Desert/Dessert: Desert is a dry area; dessert is a sweet course.
• Diagnosis/Prognosis: Diagnosis is identification of an illness; prognosis is a prediction of its course.
• Discreet/Discrete: Discreet means tactful; discrete means separate.
• Disinterested/Uninterested: Disinterested means impartial; uninterested means not interested.
• Distinctive/Distinguished: Distinctive is characteristic; distinguished is renowned.
• Draft/Draught: Draft is a preliminary version; draught is a current of air or a drink.
• Dual/Duel: Dual means having two parts; duel is a contest between two people.
• Economic/Economical: Economic relates to the economy; economical is thrifty.
• Emotional/Emotive: Emotional relates to emotions; emotive arouses emotions.
• Emigrate/Immigrate: Emigrate is to leave a country; immigrate is to enter a country.
• Empathy/Sympathy: Empathy is understanding feelings; sympathy is feeling pity.
• Emulate/Imitate: Emulate is to strive to equal; imitate is to copy.
• Epidemic/Pandemic: Epidemic is a widespread disease; pandemic is a global epidemic.
• Equable/Equitable: Equable is steady or even; equitable is fair.
• Exhausted/Exhaustive: Exhausted is tired; exhaustive is thorough.
• Fair/Fare: Fair means just or light-coloured; fare is a cost or food.
• Farther/Further: Farther refers to physical distance; further refers to metaphorical distance.
• Fewer/Less: Fewer refers to countable items; less refers to uncountable items.
• Flounder/Founder: Flounder is to struggle; founder is to fail or sink.
• Flout/Flaunt: Flout is to disregard; flaunt is to show off.
• Forbear/Forebear: Forbear is to refrain; forebear is an ancestor.
• Forego/Forgo: Forego is to precede; forgo is to abstain from.
• Fortuitous/Fortunate: Fortuitous is accidental; fortunate is lucky.
• Grand/Grandiose: Grand is impressive; grandiose is exaggeratedly impressive.
• Hang/Hung: Hang is to suspend; hung is the past participle of hang.
• Heroin/Heroine: Heroin is an opiate; heroine is a female hero.
• Hoard/Horde: Hoard is to accumulate; horde is a large group.
• Imaginary/Imaginative: Imaginary is unreal; imaginative is creative.
• Imply/Infer: Imply is to suggest; infer is to deduce.
• Innovation/Invention: Innovation is a new method; invention is a new device.
• Innuendo/Insinuation: Innuendo is an indirect suggestion; insinuation is a subtle hint.
• Inflammable/Inflammatory: Inflammable is capable of catching fire; inflammatory causes inflammation or arouses anger.
• Its/It’s: Its is a possessive pronoun; it’s is a contraction of “it is.”
• Junction/Juncture: Junction is a point of intersection; juncture is a point in time.
• Knell/Knoll: Knell is a sound of a bell; knoll is a small hill.
• Lama/Llama: Lama is a Buddhist teacher; llama is a South American animal.
• Latitude/Longitude: Latitude is distance north or south; longitude is distance east or west.
• Lay/Lie: Lay is to place something; lie is to recline.
• Livid/Lurid: Livid is furiously angry; lurid is shockingly vivid.
• Loose/Lose: Loose is not tight; lose is to misplace.
• Loathe/Loath/Loth: Loathe means to hate; loath/loth means unwilling.
• Luxuriant/Luxurious: Luxuriant means abundant; luxurious means opulent.
• Macho/Manly: Macho is aggressively masculine; manly is having traditionally masculine qualities.
• Majority/Most of: Majority is more than half; most of is the greater part.
• Masterful/Masterly: Masterful is domineering; masterly is very skilled.
• May/Might: May indicates possibility or permission; might indicates possibility or past possibility.
• Medical/Medicinal: Medical relates to medicine; medicinal has healing properties.
• Metal/Mettle: Metal is a substance; mettle is courage.
• Meter/Metre: Meter is a measuring device; metre is a unit of length.
• More Than/Over: More than is for quantities; over is for spatial relationships.
• Naked/Nude: Naked is without clothes; nude is unclothed for artistic purposes.
• Negligent/Negligible: Negligent is careless; negligible is insignificant.
• Niceness/Nicety: Niceness is pleasantness; nicety is a fine detail.
• Objective/Subjective: Objective is unbiased; subjective is based on personal feelings.
• Official/Officious: Official is authorised; officious is overly assertive.
• Ordinance/Ordnance: Ordinance is a law; ordnance is military weapons.
• Peddle/Pedal: Peddle is to sell; pedal is to operate a lever with the foot.
• Perpetrate/Perpetuate: Perpetrate is to commit a crime; perpetuate is to cause to continue.
• Phenomenon/Phenomenal: Phenomenon is an observable fact; phenomenal is extraordinary.
• Pitiful/Pathetic: Pitiful evokes pity; pathetic evokes contempt or pity.
• Populous/Populist: Populous is densely populated; populist appeals to ordinary people.
• Precipitate/Precipitous: Precipitate is to cause to happen suddenly; precipitous is steep or sudden.
• Prevaricate/Procrastinate: Prevaricate is to avoid telling the truth; procrastinate is to delay.
• Quash/Squash: Quash is to suppress; squash is to crush.
• Respective/Irrespective: Respective relates to each individually; irrespective means regardless.
• Restive/Restless: Restive is uneasy or impatient; restless is unable to relax.
• Shall/Will: Shall is used for future with “I” and “we” or to express obligation; will is used for future with other subjects or to express intention.
• Should/Would: Should indicates obligation or expectation; would indicates a conditional or habitual action.
• Simple/Simplistic: Simple is easy or basic; simplistic is overly simplified.
• Stationary/Stationery: Stationary means not moving; stationery is writing materials.
• Suggestible/Suggestive: Suggestible is easily influenced; suggestive implies something indirectly.
• Temerity/Timidity: Temerity is excessive boldness; timidity is lack of courage.
• That/Which: That is used for restrictive clauses; which is used for non-restrictive clauses.
• Tortuous/Torturous: Tortuous is winding or complex; torturous involves severe pain.
• Underlie/Underlay: Underlie is to be the basis of; underlay is to place something under.
• Valuable/Invaluable: Valuable has great worth; invaluable is priceless.
• Who/Whom: Who is a subject pronoun; whom is an object pronoun.
• Who’s/Whose: Who’s is a contraction of “who is”; whose is a possessive pronoun.

Our list is by no means a complete list of homophones but it includes many words commonly misused in journalism. If you want to browse through almost 450 examples you might want to visit Singularis.

Sources used

• Collins English Dictionary and Thesaurus
• The Guide To Better English – Gooden
• The Longman Guide To English Usage – Greenbaum/Whitcut
• The New Fowler’s Modern English Usage – Burchfield
• The Simple Subs Book – Sellers
• A Journalist’s Guide To The Use of English – Bottomley/Loftus

The post Frequently confused words 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.

It’s designed to be adapted by college and university lecturers to address local teaching requirements.

The module equips journalism students with the critical skills necessary to navigate the complex information landscape, focusing on fact-checking, identifying misinformation and disinformation, and understanding the ethical implications of reporting in the digital age.

Students will learn to verify sources, analyse data, recognise algorithmic bias, and apply systems thinking to build robust fact-checking processes.

The six-week module provides a structured approach to learning the intricacies of fact-checking and combating information disorder.

Course timetable:

• Week 1: Foundations of fact-checking and accuracy
• Week 2: Source verification and attribution
• Week 3: Identifying and addressing information disorder
• Week 4: Navigating algorithmic and AI-driven information
• Week 5: Ethical considerations and bias in journalism
• Week 6: Building robust fact-checking systems

Module outline:

• Week 1: Foundations of fact-checking and accuracy
  • Topics:
    • Introduction to information disorder: defining misinformation, disinformation, and malinformation.
    • The importance of accuracy and clarity in journalism.
    • Core fact-checking principles and methodologies.
  • Resources:
    • Accuracy in journalism:
      • This resource highlights the fundamental importance of accuracy in journalism and the consequences of inaccuracy. It is crucial for setting the base for the course, as it explains the core value of truthful reporting.
    • Lesson – Accuracy in journalism:
      • This lesson is designed to help journalism students learn how to gather, assemble, and publish information that has been thoroughly checked to ensure it is factual and accurate.
    • Clarity is as important as accuracy:
      • This resource emphasises that clear communication is essential for effective journalism. It explains that accuracy alone is not enough, and that journalists must present information in a way that is unambiguous and easily understood by their audience.
    • Lesson – Clarity in journalism:
      • This lesson is designed to help students understand the importance of clarity in their writing so that they produce news articles that the reader can understand.
    • Fact-checking and adding context:
      • This resource introduces the basic principles of fact-checking and the importance of providing context to information. It sets the stage for the practical skills students will develop throughout the module.
    • Lesson – Fact-checking and adding context:
      • • This lesson provides practical examples to help reinforce the principles of fact-checking and adding context.
    • Practical exercises: basic fact-checking techniques, identifying common errors.
• Week 2: Source verification and attribution
  • Topics:
    • Evaluating source credibility and reliability.
    • Proper referencing, attribution, and avoiding plagiarism.
    • Working with numerical data and statistics.
  • Resources:
    • Referencing, attribution and plagiarism:
      • This resource outlines the importance of proper attribution and the ethical implications of plagiarism. It explains how to correctly reference sources and avoid plagiarism.
    • Lesson – Avoiding plagiarism:
      • This lesson provides practical guidance and examples about how to avoid plagiarism in journalistic work.
    • News sources, numbers and the ‘so what factor’:
      • This resource teaches students how to critically evaluate news sources and interpret numerical data. It emphasises the importance of understanding the “so what” factor, or the significance of the information being presented.
    • Practical exercises: source evaluation, data analysis, attribution exercises.
• Week 3: Identifying and addressing information disorder
  • Topics:
    • Understanding the forms of information disorder: misinformation, disinformation, and malinformation.
    • Identifying fake news and deceptive content.
    • Recognising false equivalence and false balance.
  • Resources:
    • Information disorder: How to recognise the forms:
      • This resource provides a comprehensive overview of the different forms of information disorder. It helps students understand the nuances of misinformation, disinformation, and malinformation.
    • Information disorder: The essential glossary:
      • This resource provides definitions of key terms related to information disorder.
    • Information disorder: Mapping the landscape:
      • This resource gives a visual representation of how information disorder spreads.
    • Fake news and trust chains:
      • This resource explores the concept of trust chains and how they can be used by journalists to combat the spread of fake news. It gives insight into how fake news spreads.
    • Lesson – Fake news and trust chains:
      • This lesson reinforces the theory of trust chains with practical examples.
    • How to identify and deal with fake news:
      • This resource provides practical strategies for identifying and dealing with fake news.
    • Dealing with disinformation and misinformation:
      • This resource explores the specific challenges of dealing with disinformation and misinformation.
    • False equivalence and false balance:
      • This resource explains the concepts of false equivalence and false balance and how they can mislead audiences. It helps students understand how to avoid these pitfalls in their reporting.
    • Lesson – False equivalence and false balance:
      • This lesson gives practical examples of false equivalence and false balance.
    • Practical exercises: fake news detection, identifying manipulative techniques.
• Week 4: Navigating algorithmic and AI-driven information
  • Topic:
    • Understanding algorithmic bias and its impact on news.
    • Detecting AI-generated images and content.
    • Exploring the role of AI in journalism.
  • Resources:
    • Dealing with algorithmic bias in news:
      • This resource examines the issue of algorithmic bias and its impact on news reporting. It helps students understand how algorithms can perpetuate biases and how to mitigate these biases.
    • Lesson – Algorithmic bias: This lesson gives practical examples of algorithmic bias.
    • Artificial intelligence assesses its role in journalism:
      • This resource sees how AI views its role in the future of journalism. It also explores the evolving role of artificial intelligence in the media.
    • How to detect AI-generated images:
      • This resource provides techniques for identifying AI-generated images.
    • Practical exercises: analysing algorithmic bias, identifying AI-generated content.
• Week 5: Ethical considerations and bias in journalism
  • Topics:
    • Editorial ethics, impartiality, and integrity.
    • Respecting privacy and avoiding unconscious bias.
    • Confronting editorial bias in election coverage.
  • Resources:
    • Why editorial ethics are important:
      • This resource explains the importance of editorial ethics in maintaining journalistic integrity.
    • Lesson – Editorial ethics:
      • This lesson is designed to help journalists understand the need to apply editorial ethics to their newsgathering and news production.
    • Is your journalism ethical? Take the test:
      • This resource provides an interactive test to assess ethical awareness.
    • Lesson – Unconscious bias and its impact on journalism:
      • This lesson is is designed to help students recognise their own unconscious bias and find ways to avoid bias in their journalism.
    • Impartiality in journalism:
      • This resource discusses the principle of impartiality in journalism and what it means to be impartial in newsgathering and news production as well as in tone and language.
    • Lesson – Impartiality in journalism:
      • This lesson reinforces the theory of impartiality with practical examples.
    • Respecting privacy as a journalist:
      • This resource outlines the ethical considerations related to respecting privacy in journalistic reporting.
    • Integrity and journalism:
      • This resource discusses what integrity in terms of journalistic behaviour, news focus and production.
    • Lesson – Integrity in journalism:
      • This lesson reinforces the theory of integrity with practical examples.
    • Confronting editorial bias in election coverage:
      • This resource explores the challenges of editorial bias in election coverage and how that can play into the spread of fake news and disinformation.
    • Practical exercises: ethical decision-making scenarios, bias identification.
• Week 6: Building robust fact-checking systems
  • Topic:
    • Creating a strong fact-checking system within news organisations.
    • Systems thinking for journalists.
  • Resources:
    • Creating a strong fact-checking system:
      • This resource looks at a case-study where a methodological approach to fact-checking using digital tools, techniques, and resources used by fact-checkers in Nepal.
    • Systems thinking for journalists:
      • This resource introduces the concept of using systems thinking as part of the fact-checking process. Covering news is not just about reporting on unexpected and pre-planned events, it’s also about investigating beyond what is happening to find out why it has happened. And that is where ‘systems thinking’ comes in.
      • Beyond basic fact-checking:
        • This resource looks a more complex, evidence-based processes which go beyond simple verification, demanding critical thinking, contextual analysis, and ethical awareness.
      • Practical exercises: developing fact-checking protocols, election coverage simulations.

Fact-Checking Tools:

• Snopes: https://www.snopes.com/ – Snopes is a long-standing website that fact-checks urban legends, rumours, and news stories, providing detailed analyses and source verification.
• PolitiFact: https://www.politifact.com/ – PolitiFact specialises in fact-checking claims made by politicians and public figures, rating the accuracy of their statements on a “Truth-O-Meter.”
• FactCheck.org: https://www.factcheck.org/ – FactCheck.org is a nonpartisan fact-checking website that focuses on U.S. political issues, providing in-depth analyses of political claims.
• Google Reverse Image Search: https://images.google.com/ – Google Reverse Image Search allows users to upload an image and find where else it appears online, helping to verify its origin and context.
• TinEye Reverse Image Search: https://tineye.com/ – TinEye Reverse Image Search is another powerful tool that helps trace the origins of images by finding other instances of them on the web.
• CrowdTangle: https://www.crowdtangle.com/ – CrowdTangle is a social listening tool that tracks how content spreads across social media platforms, providing insights into its reach and engagement.

Reputable Fact-Checking Organisations:

• International Fact-Checking Network (IFCN): https://ifcn.org/ – A global network of fact-checking organisations.
• Associated Press (AP) Fact Check: https://apnews.com/ap-fact-check – Fact checks current news.
• Reuters Fact Check: https://www.reuters.com/fact-check/ – Fact checks current news.

Summary

This six-week module equips journalism students with essential skills to combat misinformation and disinformation. It covers core fact-checking principles, source verification, identifying information disorder, understanding algorithmic and AI biases, ethical considerations, and building robust fact-checking systems. Students learn to critically evaluate information, use fact-checking tools, and apply systems thinking to maintain journalistic integrity. The module emphasises the importance of accuracy, clarity, and ethical reporting in the digital age, preparing students to be reliable and responsible journalists.

The post Module: Fact-Checking 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.

The aim is to combat misinformation and promote informed decision-making.

This site already has a piece about the basics of fact-checking and adding context, this article is a combination of two former articles on the site which looked at fact-checking in more depth.

Why fact-checking matters

We live in a time where trust in information is constantly tested. Misinformation (false but unintentional) and disinformation (deliberately misleading content) make it harder to make informed decisions. Fortunately, fact-checking tools are more accessible than ever, but they have limits. Not every claim can be verified. Opinions, predictions, and intent fall outside its scope. The challenge is that anyone can share information, blurring the line between credible news and baseless claims.

The fact-checker’s mindset

A fact-checker’s mindset means thinking critically about information by:

• Being skeptical and curious: Questioning claims instead of accepting them at face value.
• Understanding context: Looking at the source, audience, and possible motivations behind the information.
• Relying on evidence: Using credible sources and avoiding personal biases.
• Acting ethically: Being fair and transparent about how information is verified.
• Working together: Fact-checking is more effective when done collaboratively.

How fact-checking works

1. Choosing what to fact-check
   • Prioritise claims that could have real-world impact.
   • Pay attention to statements from public figures and viral content.
   • Distinguish between deliberate lies and honest mistakes.
2. Keeping records
   1. Save original sources to prevent claims from disappearing.
   2. Document the verification process for transparency.
3. Research & verification
   • Use keyword searches, reverse image searches, and expert opinions.
   • Check geolocation and video analysis tools for visual claims.
   • Rely on reputable sources such as established news organisations, universities, and government agencies.
   • Be aware of the complexities of video verification and proper interviewing techniques.
4. Analysing information
   • Assess the credibility of sources and strength of evidence.
   • Recognise how language can be used to mislead.
   • Accept that some claims have grey areas and can’t always be definitively fact-checked.
   • Understand the differences between misinformation, disinformation, and malinformation.
5. Publishing & sharing findings
   • Present findings in a clear and accessible way.
   • Provide context to help readers understand why the fact-check matters.
   • Be transparent about the process and sources used.
   • Follow clear correction policies.
   • Know the difference between pre-publication and post-publication fact-checking.

The challenges of fact-checking

• Speed of misinformation: False information spreads quickly, making it hard to keep up.
• Complexity of truth: Some claims require deep analysis and careful wording.
• Fact-checking misuse: It can be weaponised to silence opinions or push agendas.
• Mental health impact: Fact-checkers often face exposure to disturbing content.
• Digital security risks: Online harassment and cyber threats are real concerns.
• Bias awareness: Fact-checkers must recognise and counteract their own biases.

Ethical guidelines for fact-checkers

• Be transparent: Explain how fact-checks are conducted and what sources are used.
• Stay impartial: Avoid personal biases and strive for objectivity.
• Be accurate: Verify everything before publishing.
• Take responsibility: Admit and correct mistakes when needed.
• Prioritise safety: Protect personal security and mental well-being.

The future of fact-checking

Fact-checking is always evolving, adapting to new technologies and challenges. It requires teamwork from journalists, researchers, educators, and the audience. By strengthening media literacy and critical thinking, we can all play a role in ensuring society is better informed.

Questions

1. What is the primary aim of fact-checking?
2. How does the text define the process of fact-checking beyond simple verification?
3. Why is cultivating a “fact-checker’s mindset” important in today’s information landscape?
4. List three components of a “fact-checker’s mindset”.
5. Explain the significance of archiving and documentation in the fact-checking process.
6. What are some of the research methods used in fact-checking?
7. How does the text differentiate between misinformation, disinformation, and malinformation?
8. Discuss the challenges fact-checkers face in keeping up with the speed of disinformation.
9. What ethical considerations should fact-checkers keep in mind during their work?
10. How does the text suggest fact-checking can contribute to a more informed and resilient society?

Answers

1. The primary aim of fact-checking is to combat misinformation and promote informed decision-making.
2. Fact-checking is described as a rigorous process of evaluating claims against verifiable evidence, contextualising information, and understanding the motivations behind its dissemination.
3. Cultivating a “fact-checker’s mindset” is important because it helps individuals discern truth from falsehood in an era where trust is constantly challenged by misinformation and disinformation.
4. Three components of a “fact-checker’s mindset” are skepticism and curiosity, contextual analysis, and evidence-based reasoning.
5. Archiving and documentation are significant because they preserve the original source material and ensure transparency, allowing for the replication of the fact-checking process.
6. Some research methods used in fact-checking include keyword searches, reverse image searches, expert consultations, and the use of open-source tools for geolocation and video analysis.
7. Misinformation is false information spread without harmful intent, disinformation is false information spread with the intent to deceive, and malinformation is true information used maliciously.
8. Fact-checkers face challenges in keeping up with the speed of disinformation because false information spreads rapidly, often outpacing the ability to verify and correct it.
9. Ethical considerations for fact-checkers include transparency, impartiality, accuracy, accountability, and safety.
10. The text suggests that fact-checking can contribute to a more informed and resilient society by fostering media literacy and critical thinking skills, empowering individuals to become discerning consumers of information.

Lesson plan for trainers

If you are a trainer of journalists we have a free lesson plan: ‘Beyond basic fact-checking‘ which you are welcome to download and adapt for your own purposes.

The post 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.”

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