Slowing The Infodemic:
How to Spot COVID-19 Misinformation
In response to the significant amount of misinformation surrounding the COVID-19 pandemic, Thomson Reuters and the National Association for Media Literacy Education (NAMLE) are teaming up to provide high school and post-secondary educators with classroom resources that will inspire a relevant and rich discussion about media literacy. As part of these efforts, we are offering a podcast titled Slowing the Infodemic: How to Spot COVID-19 Misinformation, as well as a companion short video, infographic, and classroom guide to teaching media literacy skills through inquiry-based learning. Using these resources, students will gain knowledge about the origin of common information we accept as fact, their role in accepting knowledge without inquiry, the process used by professional journalists to verify information, and the skills necessary to think critically about the media messages around them.
Check out each of the individual resources below, download, and get started in your classroom today!
In this podcast, produced by Thomas Reuters in cooperation with the National Association for Media Literacy Education, Hazel Baker, Reuters’ Global Head of User Generated Content, and Michelle Ciulla Lipkin, NAMLE’s Executive Director, discuss how and why user-generated content (UGC) is shared, the process through which professional journalists verify and debunk UGC, and the important role UGC plays in our information ecosystem. A transcript of the podcast is also available. (24:35) [listen | transcript]
Created by Thomson Reuters and NAMLE, this handy infographic provides a summary of Hazel’s four tips for dealing with misinformation related to COVID-19. This infographic should be used as a supplement to the podcast and short video provided above. [view]