Media Literacy Discussion Guide

This guide is designed to help facilitate a structured, yet open conversation about media influence, bias, and the importance of critically evaluating the news we consume. Use the following questions and follow-up points to encourage thoughtful discussion among students.

Part 1: Understanding Media Influence

1. How does media (TV, newspapers, online platforms) shape your understanding of current events?

   • Follow-up: Can you think of a time when a news story changed your opinion about something?
     
     
     
     
     
     

2. What do you think is the difference between a reliable news source and one that might be misleading?

   • Follow-up: What characteristics make a news source trustworthy?
     
     
     
     
     
     

Part 2: Personal Experience with News

3. Can you share an example of a news article or social media post that surprised you with its bias or misinformation?

   • Follow-up: How did discovering this bias or misinformation affect your view of the topic?
     
     
     
     
     
     

4. Discuss a time when you or someone you know reconsidered what they believed after learning more about a news story. What changed?

   • Follow-up: How can verifying information help us make better decisions?
     
     
     
     
     
     

Part 3: Evaluating Bias

5. What role does bias play in shaping our opinions?

   • Follow-up: How might a bias in reporting lead to misinterpretation of the facts?
     
     
     
     
     
     

6. How can you tell if a news article is trying to present facts or push a particular opinion?

   • Follow-up: What strategies would you use to determine the credibility of the information presented?
     
     
     
     
     
     

Part 4: Critical Thinking and Self-Reflection

7. After today's discussions and activities, how has your view on media and news consumption changed?

   • Follow-up: What steps might you take in the future to verify the authenticity of the news you see?
     
     
     
     
     
     

8. What are some questions you can ask yourself before accepting a piece of information as true?

   • Follow-up: How does asking these questions promote responsible decision-making?
     
     
     
     
     
     

Wrap-Up

• Summarize the key points discussed today.
• Encourage students to think about how they can apply these critical thinking strategies in their everyday media consumption.
  
  
  
  
  
  

Teacher Note: Use the pauses between questions to allow students to jot down their thoughts. Encourage quieter students to share by asking targeted follow-up questions, and validate each student’s contribution to ensure a respectful and inclusive discussion environment.

Interactive Activity: Spot the Misinformation

In this activity, students will work together in small groups to analyze short news excerpts. They will determine which excerpts contain reliable information and which contain misinformation. This exercise encourages critical thinking, group collaboration, and the practical application of media literacy skills.

Instructions

1. Form Small Groups: Divide the class into groups of 3-4 students each.
   
   
   

2. Distribute the Excerpts: Provide each group with a set of news excerpts. These may be short paragraphs or bullet points resembling real news articles. Some will contain factual, reliable reporting, while others will include elements of bias or misinformation.
   
   
   

3. Analyze the Text: Ask each group to read through the excerpts and discuss the following for each excerpt:

   • What makes this information appear reliable or not?
   • Are there any red flags or indicators of bias, lack of supporting evidence, or unusual language?
   • How might the source influence the presented information?
     
     
     

4. Recording Observations: Using a worksheet or a simple table (see below), each group should record:

   Excerpt	Reliable or Misinformation?	Evidence/Explanation
   Excerpt A	Reliable/Misinformation	[Students' Notes]
   Excerpt B	Reliable/Misinformation	[Students' Notes]

   (You can prepare this table in advance for students.)
   
   
   

5. Group Presentations: After the discussion, each group will present one example of an excerpt they analyzed. They should explain why they determined their selected excerpt was reliable or misleading. Encourage them to refer to specific criteria from the lesson, such as source credibility and bias indicators.
   
   
   

6. Class Reflection: As a class, compare the groups’ conclusions. Discuss any differences of opinion and explore why different perspectives might arise when evaluating news sources.
   
   
   

Follow-Up Questions

• What strategies did you find most effective when evaluating the reliability of the excerpts?
  
  
  
• Did any group find it challenging to decide whether an excerpt was reliable? What made it difficult?
  
  
  
• How can the skills used in this activity be applied when reading news online or on social media?
  
  
  

This activity not only enhances your ability to spot misinformation but also prepares you for becoming a more conscious and informed digital citizen. Enjoy your detective work and thoughtful discussions!