Teachable Moments


Turning Misinformation in the Classroom into Teachable Moments

Given the proliferation of social media, news outlets, and other avenues for obtaining information, it’s not surprising to find students bringing misinformation into the classroom. Misinformation can foster confusion that leads to misunderstanding of course content and could spread beyond the classroom in ways that may be hurtful or damaging to others.   

Where Misinformation Comes From  

  • Confirmation Bias: Seeking out and repeating information that confirms one’s existing beliefs.
  • Emotional Response: Experiencing powerful feelings about something heard or read and sharing that experience.
  • Lack of Critical Thinking: Being unable or unwilling to critically evaluate a piece of information one hears about or reads.
  • Social Pressure: Sharing information or points of view in order to fit in, or appear to fit in, with a peer group.
  • Online Sharing: Occurs when social media platforms reward users for sharing content, regardless of its accuracy.  

The Misinformation Effect  

Misinformation can be a stubborn roadblock for students, many of whom are still developing the media literacy skills needed to identify credible sources and to avoid creating and spreading misleading content. Students are spending more time online than ever before, and their discernment of credible content can become blurred. For many students, online trends earning thousands of likes may seem more relevant than static textbooks and can shape their understanding of the world in ways that are incompatible with course content.

The CRAAP Test  

One of the best ways to tackle misinformation in the classroom is to teach students how to evaluate the sources where they are getting their information. As crude as it might sound, the CRAAP Test (developed at California State University, Chico) can be an effective acronym to help students question and evaluate the information they bring into class discussions or utilize in their writing.  Here’s what the letters stand for: 

  • Currency: Ask students to look for when the information was posted, and if it has it been revised. Have them check the links and look closely at the web addresses for clues about veracity.
  • Relevance: Ask students to evaluate how closely the information relates to the course content at hand. Some information is emotional but may also be outside the scope of your discussion.
  • Authority: Ask students to look up the author or publisher. What are their credentials and what else have they written about. Ask students to look for other sources to collect additional points of view.
  • Accuracy: Ask students to look at the evidence being presented. Is the information reliable, well-supported by research? Published in peer-reviewed journals? Have them identify errors or weak arguments.
  • Purpose: Ask students to consider the purpose of the source. Is it meant to be informative, entertaining, or to sell something? Distinguish between academic and other forms of writing.  

Creating Teachable Moments 

Model Fact-Checking and Transparency  

One way to combat misinformation in the classroom is to replace it with correct information, being careful to challenge the information and not the person. Walk students through the process of checking facts and model the process of using verified resources to confirm. The extra time it takes to show students how to analyze current news articles or viral social media posts in class will pay off in more balanced and informed discussions. 

Address Cognitive Biases Directly  

Helping students to recognize their personal biases requires trust and a safe classroom environment. Many students may not understand why they think the way they do, or how their beliefs color their point of view. Reflection activities like journaling and think-pair-share can help students explore examples of confirmation bias more effectively, clarify their thinking, and separate facts from fictions.  

Foster a Culture of Intellectual Humility  

The classroom should be a place where students can explore new ideas and grapple with differing opinions, but also where they can grow and learn peaceably.  Encourage students to acknowledge uncertainty and foster a classroom environment where they accept intellectual differences and engage in civil discourse. Consider sharing your own intellectual journey and describing ways that you have changed viewpoints when presented with new evidence.  

Resources 

Caulfield, M. (2017). Web literacy for student fact-checkers. PressBooks.  

Kahneman, D. (2011). Thinking, fast and slow. Farrar, Straus and Giroux.  

Lewandowsky, S., Ecker, U. K. H., & Cook, J. (2017). Beyond misinformation: Understanding and coping with the "post-truth" era. Journal of Applied Research in Memory and Cognition, 6(4), 353-369.  

Wineburg, S., & McGrew, S. (2019). Lateral reading and the nature of expertise: Reading less and learning more when evaluating digital information. Teachers College Record, 121(11), 1-40.