Get It Right - Media Literacy Handbook

Media Literacy Resource Guide Handbook - for youth workers, trainers, teachers and volunteers -

The handbook is a result of the "Get It Right" project, implemented between September 2018 and December 2020, by the Romanian Youth Movement for Democracy, Donegal Youth Service (Ireland) and Inter Alia (Greece).

This project was funded with the support of the European Commission. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Contents 1.

Acknowledgement

5

2.

Foreword

6

2.1. Project’s Background

6

2.2. Participants & facilitators – the volunteers that kept the project going

8

2.3. Experiential Learning

10

3.

12

Methods

3.1. Ice-breakers & Games

13

3.1.1.

What’s the Secret Message?

14

3.1.2.

Two Truths, One Lie

15

3.1.3.

Intergroup Interviews

16

3.1.4.

Draw It as I Tell You

17

3.1.5.

Truth or Pretend

19

3.1.6.

How Did/Do I Feel

20

3.1.7.

Burning Questions

21

3.1.8.

Sort your Birth-dates!

22

3.1.9.

Pass the Message!

23

3.1.10.

Draw a Rounded House

24

3.1.11.

True or False

26

3.2. Introductory Activities in Media Literacy

27

3.2.1.

Introduction to Fake News

28

3.2.2.

Spot and Combat Fake News!

30

3.2.3.

Brainstorming Session

31

3.2.4.

What is Fake News? Introduction of Fake News and Its Impact on Society. Share your Story

3.3. Theory, Presentations & Discussions

34

3.3.1.

Global Affairs & Inequality

35

3.3.2.

Scale of Cooperation

37

3.3.3.

Interpersonal Communication

38

3.3.4.

Art of Mirroring

40

3.3.5.

Privacy Around the World

42

3.3.6.

Why is Media Literacy Important & Privacy Basics

44

3.3.7.

Media Literacy in Education

45

3.3.8.

Remote Team Working APPs

46

4.1. Media Literacy Roleplays & Teamwork 4.1.1.

Be a Reporter!

4.1.2.

Spotting Fake News4949

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47 48

4.1.3.

What Sources Do You Trust/Not Trust?

50

4.1.4.

Media Literacy Council Tips

51

4.1.5.

Referendum on Immigrant Rights

53

4.1.6.

Actors & Actions

55

4.1.7.

Challenging Theatre

57

4.1.8.

Impact of the Headline

59

4.1.9.

Election Day!

61

5.

Annexes

63

6.

Resources

65

7.

Team

68

8.

Contacts

69

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1. Acknowledgement The Get It Right Course Handbook, a media literacy non-formal learning guide, is an outcome of the Get it Right project. The main aims of this Erasmus+ Key Action 2 project have been to develop skills and competencies of youth workers in the field of media literacy, develop new abilities, such as critical thinking, how to interpret/analyse an article, how to use social media in a responsible way, for the young people during the implementation and to raise awareness among people from the European countries about the importance of media literacy.

In doing so, the project involved hundreds of trainers, youth workers and young people who participated in the development of the methods described below. Spanning 28 months, from 1st September 2018 to 31st December 2020, going through the challenges of the global COVID-19 pandemic, the project has involved participants from Romania, Greece and Ireland and it was structured starting from the needs of the beneficiaries, going to developing, testing and promoting the final result. In the first part of the project, the three partner organisations have realised a field research in order to find out media literacy education practices, online behaviour of the young people and the main risks they are facing when they use the internet.

In the second part, the course was developed in accordance with the findings of the research, this phase going side-by-side with testing the educational methods developed. 18 trainers, youth workers and youth leaders (6 from each participating country) have been informed in media literacy and taught to use the developed course, and each of them held experimental laboratories in order to test and review it.

The course handbook offers a selection of 32 non-formal learning methods to enhance media education among young people. The descriptions of the methods provide the, duration, group size, materials needed, concrete steps to do the work questions for Debriefing & Reflection, Learning Outcomes and other additional resources.

We hope that the course handbook will help trainers, youth workers, teachers and any interested person or organisation working in media education to contribute to the raising of the level of critical thinking of future generations.

The Get It Right Course Handbook would not have been possible without the contribution of all the partner organisations, Romanian Youth Movement for Democracy, Donegal Youth Service and Inter Alia. Thank you for your commitment and enthusiasm during the partnership and for implementing and testing the modules in your projects and local communities.

Thanks to the staff and volunteers of the organisations involved – for their support to the editors and layout team during the final editing process. Thanks to the participants who attended the training seminars and the local workshops in Romania, Ireland and Greece. Your ideas and input have been incorporated in this toolkit! Our sincere thanks goes to the European Commission which co-funded the project and offered us this great opportunity.

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To those we failed to mention in one way or another – and to everyone who believed in this project... thank you.

2. Foreword

2.1.

Project’s Background

Nowadays, digital media skills are needed for almost every aspect of life, especially work and citizenship. Digital skills are necessary as more and more people in all different sectors of society are creators and consumers of content. The problem that the Get It Right Project addresses is the absence of critical thinking of citizens, of young people especially, that leads to reckless social and political actions. Therefore, the main aim of the project is to develop the skills and abilities of young people that will enable them to analyse the abundance of information they are exposed to every day.

The project idea started from the permanent aspirations of Romanian Youth Movement for Democracy in developing young people's skills in order to become active citizens. Starting from the premises described above, the project had the following objectives: 1. Developing new skills and competencies of 18 European youth workers in the field of media literacy in accordance to EU values; 2. Developing new abilities related to interpreting/analysing articles and using social media in a responsible way for 180 European young people during the implementation of 9 experimental laboratories in the participating countries; 3. Raising awareness among 5000 people from the involved European countries about the importance of critical selection of content, recognition of catchy and false information or the evaluation of the messages using relevant strategies.

Get it Right Project reached a significant number of participants: ▪ ▪ ▪ ▪

18 young people from all 3 participating countries: Ireland, Greece and Romania, were trained to facilitate workshops on media literacy in their communities; Over 240 participants at the experimental laboratories – local workshops on media literacy facilitated by the trained young people; 60 teachers/ youth workers – participants attended multiplier events in all 3 countries; 5000 Internet users were informed about the research conclusions, the developed handbook and other useful information regarding media education.

This handbook is a deliverable of the project that is meant to help facilitators acquire a better understanding of media literacy. It includes different methods used by young people during the experimental laboratories in their communities. By using methods included in this

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handbook, the participants will develop media literacy skills such as understanding bias, exploring media as responsible creators, being able to understand how the media uses language.

Get It Right Project is a partnership between 3 youth organisations: Romanian Youth Movement for Democracy (Bacau, Romania), Donegal Youth Service (Letterkenny, Ireland) & Inter Alia (Athens, Greece).

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2.2.

Participants & facilitators – the volunteers that kept the project going

The Get It Right Laboratories are local workshops on media literacy facilitated by young people in their communities. They took place in October-November 2019 and February 2020 in all 3 countries. In total, over 240 young people took part in 14 laboratories.

Get It Right Inter Alia, Greece Laboratories

Donegal Youth Service, Ireland

Facilitators

Nikos Papakostas, Enri Antonis Megalogiannis

Target audience of the laboratories

“Media Literacy Saturdays” was a series of 5 non-formal learning sessions that helped participants to better understand the ways mass communication operates; the risks and potentials involved every time they open a newspaper or an application on their phone or PC or switch on a TV. Through games, discussions, simulations and a bit of lecturing, all prepared and facilitated by a team of young volunteers at Inter Alia, participants tackled different aspects of media literacy, namely, fake news, access to information, trend creation, group psychology, citizenship and democracy.

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Hysenbelli,

Romanian Youth Movement for Democracy, Romania

Teresa Mc Callion, Seyidor Desmenu, Mairead Diana Pușcașu, Iulian Oancea, McElchar, Karen Conlon Anghel Marilena, Grigoroiu Cristiana-Maria Participants of various projects that have been ✔ University students operating at Donegal Youth Service: engaged in ✔ School students who take in part in an communication, optional one-year school programme journalism & public that can be taken in the year after the relations courses; Junior Certificate which is called ✔ Various volunteers and transition year; representatives of ✔ BreakOut participants - a youth project different NGOs from focused on Lesbian, Gay, Bisexual, across the country; Transgender young people; ✔ High school students ✔ The Loft Letterkenny participants – from rural and urban young people engaged in activities and areas of Bacau County. personal development programmes to overcome difficulties in their lives; ✔ The World Wide Voices Project participants - an International Youth Work Project, which promotes social

cohesion by connecting with young people from different ethnic backgrounds via social education initiatives.

“Media Literacy Saturdays” aimed at: ✔ Youth workers that are engaged in community work with young people; ✔ Students of the journalism and media universities of Athens; ✔ Young people of Athens who are actively engaged with their local society and want to expand their knowledge on media literacy competencies.

General ▪ What is fake news and the purpose of its creation; objectives ▪ How to safely browse and research the web; ▪ Developing fact checking abilities; ▪ Understanding the guidelines of creating unbiased articles; ▪ The importance of correct information and how easily information can change; ▪ Promoting maturity, by making participants more self-directed; ▪ To develop the participants’ ability to spot fake news and to show them how to combat it; ▪ To improve the communication abilities of the participants; ▪ To introduce them to social media concepts.

Methods of Reflection exercises, group discussions, debating methods, dialogue, ice breakers, energisers, web-based learning methods, delivering games, coaching, small lectures, role playing, team building, networking, Q & A sessions with experts, presentations, handson training, simulation exercises, brainstorming.

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2.3.

Experiential Learning

Our project on media education uses a methodology of experiential learning based on a learning cycle with five phases:

Source: COMPASS. Manual on Human Rights Education with Young People (page 40). Council of Europe.

Get It Right Handbook - Modules as a tool for experiential learning Most of the activities of this toolkit require active participation and involvement of young people. Although these activities are usually fun do not forget their learning purpose!

After doing an activity it is essential to follow through with a debriefing and evaluation to enable participants to reflect on what happened during the exercise (phase 2), to evaluate their experience (phases 3 & 4) and to go on to decide what to do next (phase 5). In this way they come back to phase 1 of the next cycle in the learning process.

The activities encourage cohesiveness and a sense of group identity and solidarity. They offer a framework and structure to group experiences, which should allow trainers to work with their own and the young peoples’ experience and competencies. When carefully facilitated, activities are an effective method of learning.

2.4.

Who is this handbook for?

Facilitators A facilitator is someone who guides young people to discover their knowledge and learn from the experience of the activity. A facilitator can be either a teacher who encourages students to think outside the box, a youth worker who supports young people evolve or a social worker who interacts with young people in more difficult situations. A facilitator assists young people in the process of exploring their own learning potential.

The activities in this toolkit require facilitators to be conscious of different topics that intersect with the activities.

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Tips for Facilitators Try to bring new experiences into an activity. Make games, role-plays and team building activities challenging enough to get young people to get out of their comfort zone and engage in a more active way.

Encourage young people to think critically over an activity – to review and reflect on what has happened and what they have learned.

Try to make learning easy by organising things in a model or theory. Most of the time, things are understood better when they are explained coherently and with structure.

We hope that this compilation of tools from our intercultural team will inspire you in further promoting media literacy in youth work.

Enjoy reading!

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3. Methods Each method described below was part from one or more of the Get It Right Laboratories and follows the same structure, providing the answers to a set of questions: Name of the method Type Objectives Duration Group size Materials Description Debriefing Reflection Learning outcomes Additional comments Resources

What type of activity is it?

What are the (specific) objectives of this method?

How long does it take?

For how many participants is this method recommended?

What materials are needed for this activity?

What are the steps of the method? & Which powerful or stimulating questions can be asked to enable deeper learning based on the experiences created by using this method?

What are the participants expected to be able to do, know about and/or value at the completion of this method?

Are there any specific tips?

Is there a specific focus to pay attention to?

Any resource (book, website, article etc.) to find more information that is helpful.

Furthermore, we encourage using these methods to design workshops on media literacy as suited for each and every one of you.

Recommendations on Workshop Design, step by step 1. Documentation Documentation involves research and learning. It requires the facilitators to know what they are looking for, how to look for it and where to look.

2. Theoretical Flow After selecting multiple sites, items, or pieces of information that the facilitators consider relevant to the topic they are discussing, they need to arrange this information in a logical order which makes sense to the participants.

3. Activities and Logical Flow Once established the logical order of ideas, the facilitators need to establish what activities they want to use to exemplify each of them.

4. Photo/Video/Media Enhancing Images and movies are important to get a point across as well as making presentations more interactive and easy to follow.

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3.1. Ice-breakers & Games

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3.1.1. What’s the Secret Message?

Type Objectives Duration Group size Materials Description

Ice breaker, energiser, team building Developing listening and controlled speaking skills 15min 30 participants “What’s the Secret Message” is a game played around the world, in which one person whispers a message to another. The message is then passed through a line of people to the last player announces the message to the entire group.

Errors typically gather in the retellings of the message, so the statement announced by the last player differs significantly, and often amusingly, from the one told by the first.

Debriefing & Is there any connection between the starting word and the one that Reflection reached the end of the line? Did you ever understand anything completely different from what a person wanted to transmit? But your message, has it ever been received totally wrong?

Learning Social and civic competences: Understand that key information can get lost when information is passed from person to person, even outcomes unintentionally.

Additional comments Resources

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Digital competence: think critically about things you hear or see in social media, or hear from others; Consider using a word or phrase that’s relevant to the topic of the workshop.

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3.1.2. Two Truths, One Lie Type Objectives

Duration Group size Materials Description

Debriefing & Reflection Learning outcomes

Team building, ice breaker Recognising the importance of right information and how easily information can be manipulated; Understand that it can be difficult to know when someone is lying and that lies can sound true; Understand that you can’t believe everything you hear.

15 min 15-20 participants Two Truths, One Lie is a classic get-to-know-you icebreaker game.

Sitting in a circle, players tell two true facts and one false statement about themselves. The other participants have to guess which information is false and which is true. The objective of the game is for everyone else to determine which statement is the false one.

Was it easy to tell the lie apart from the truths?

Was it more difficult to tell the lie or the truths about yourself?

What were the criteria by which you judged whether a piece of information is false or true?

Communicating in a mother tongue: Detect false statements by paying attention to details in story-telling (e.g. tone, word selection, posture of story teller) Digital competence: Develop critical thinking towards information reaching you. Increase critical thinking.

Learning to learn: The debriefing supports the individual and collective learning process Social and civic competences: Thinking critically about information you hear from people, paying attention to details in story-telling (e.g. tone, word selection, posture of story teller); develop instincts and intuition in communication with others.

Additional comments Resources

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Cultural awareness and expression: Storytelling methods vary across cultures. By paying attention to details you may realise how details (e.g. tone, word selection, posture of story teller) may reveal things about other cultures.

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3.1.3. Intergroup Interviews Type Objectives

Interviews, team-building, ice breaker - Ice breaking; - Prepare participants for the "Art of Mirroring" activity.

Duration 10min Group size 15-20 participants Materials Papers & pens Description The participants are called to find a pair and take interviews from each other. They are asked to share an important event of their life with each other and keep notes during the interview. It is important for the participants to decide by themselves what event they want to share and what questions to ask their discussion partners.

They each have 5 minutes to interview their pair.

Debriefing & Questions regarding this activity and how meaningful or superficial Reflection information was collected can be raised. It is s a useful exercise to see what is the type of information that people share (personal information, about personal life, experience, hobbies), as well as to see how it is received and transmitted further.

Communicating in a mother tongue: Cultivate active listening; Learning outcomes Learning to learn: Participants are given time to realise how the receive and analyse information; The debriefing supports individual and collective learning process

Additional comments

Resources

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Social and civic competences: Improving one’s communication skills; Active listening; Social skills; Public speaking/presentation skills.

Make sure that the pairs do not know each other before the activity so they will not already have the information they are asked to collect.

Participants have to share an important event of their life. While it may seem to them a quick fun activity, they will be asked to recall this event later during the "Art of Mirroring" activity. So facilitators should communicate the importance of the activity even if it seems like a short ice breaker game.

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3.1.4. Draw It as I Tell You Type Objectives

Ice breaker, game, team-building - Practice communication, leadership and critical thinking skills in order to cope with the requirements of the game; - Participants enjoying themselves.

Duration 10min Group size 15-20 participants Materials Papers, chairs, pens & printed drawings Description The participants are called to find a pair. Each pair is asked to decide who wants to draw and who wants to describe the drawing.

Then they sit without visual contact to each other and the one who describes receives the drawing.

The participants have 10 minutes to recreate the drawing as close as possible. The rules for this activity are: 1) Only the person that has the drawing is allowed to speak; 2) The person that draws cannot speak or see the drawing or make any sign to the partner.

The facilitators encourage participants to focus, not give up and check if someone is not following the instructions.

Debriefing & What difficulties did you face?

Reflection Do we find any of these difficulties during our research in the news?

Are we able to understand the information we receive?

Are we able to transfer information when limited correctly?

Learning Communicating in a mother tongue: Giving shape to words and concepts helps reflect on the words true meaning. outcomes Learning to learn: Reflect on how difficult it is to learn and understand things without access to all possible communication tools (i.e. sight, gestures); The debriefing supports individual and collective learning process Social and civic competences: Improving communication and critical thinking skills Sense of initiative and entrepreneurship: Realising the needs of the other participant and guiding them towards a common goal.

Additional comments

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The person that speaks needs to divide the paper in sectors in order to make it easier for the partner to understand in which place needs to paint.

Participants need to pay attention to their partner. The person that speaks needs to be clear and specific in order for the other one to fully understand the instructions received. The one that is drawing needs to be

Resources

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as fast as possible in order not to lose the flow of the other one. The more in sync the pair, the better the results.

Drawings suggestions (supercoloring.com)

3.1.5. Truth or Pretend Type Objectives

Game, ice breaker, group activity - Enable participants to learn things from each other's life; - Break the ice between them and to collaborate better in the upcoming activities.

Duration 5-10min Group size 15-20 participants Materials Papers and pens for each participant Description The facilitators share the instructions and an example with the participants.

Each participant is called to write two sentences about him/herself on a piece of paper. One of them is true, one is false. The rest of the participants go around the room and put their initials on the information they believe is the truth. Lastly, participants gather in a circle and share their sentences, revealing the truth, while also presenting how many people managed to guess correctly.

Debriefing & How was it to try and search for the truth?

Reflection Depending on what "clues" you decide if information is correct or false?

Learning Digital competence: Develop critical attitude towards information as true outcomes facts at first instance might appear false and false ones to appear true; Increase critical thinking skills Learning to learn: The debriefing supports individual and collective learning process

Additional comments Resources

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Social and civic competences: Improving communication skills; Increasing critical thinking.

The participants need to think outside the box and they need to make sure that the false information that they will share is not too obvious.

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3.1.6. How Did/Do I Feel Type Objectives

Game, reflection exercise - Enable the participants to express their thoughts at the beginning of the activity and in the end of it; - Strengthen collaborations among participants for the whole activity.

Duration 10-15min Group size 15-20 participants Materials Papers, pens for each participant & a box to collect the papers Description This method is better suited for a whole day or more days workshop.

The facilitators gather the participants, give them the instructions and an example. Each participant is called to write on one side of a paper what his/hers expectations are in the beginning of the activity and on the other side the thoughts he/she has at the end of it.

The participants have 5 minutes to write their thoughts without putting their names on the paper. The facilitators can also take part in the activity of the participants if they want to.

Then, the facilitator collects the papers in a box and starts reading what each participant wrote and everyone can hear the different ideas their colleague had.

Debriefing & Did you feel familiar with these thoughts?

Reflection Is it an acceptable feedback?

Learning Communication in a mother tongue: Improve writing skills through the capacity to express your thoughts and feelings in writing outcomes Social and civic competences: Cultivate trust and self-confidence to share your thoughts in front of the group.

Learning to learn: The debriefing supports individual and collective learning process Additional comments Resources

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This method is better suited as one of the last activities of the day.

The participants should be informed from the beginning of the activity that what is written in the paper will be shared among the group.

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3.1.7. Burning Questions Type Objectives Duration Group size Materials

Dialogue, Q&A session, brainstorming Enable participants express their thoughts.

10min 15-20 participants Papers and pens in case some of the participants will like to keep some notes. A flipchart and markers for the facilitators.

Description This method can be used for a multiple day workshop.

During the first day the facilitators should put on the wall a flipchart and ask participants to write there all the questions that they did not want to express in front of everyone.

This flipchart is named the Burning Questions Flipchart. On the last day, the facilitators are not just providing answers, but they are trying to engage the participants in order to collectively give answers to the burning questions that the group had.

Debriefing & The burning questions will be debriefed and reflection questions.

Reflection Learning Communication in a mother tongue: developing the ability to formulate a outcomes question in an understandable way.

Additional comments Resources

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Learning to learn: Extract collective knowledge through each participant’s questions.

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3.1.8. Sort your Birth-dates!

Type Objectives

Ice breaker, energiser team-building - Support participants in getting to know each other’s names and feeling more comfortable with the group; - Helps practice non-verbal communication and coordination in order to complete the challenge; - Observe the difficulties of gathering accurate information in limited environments.

Duration 10-15min Group size 15-20 participants Materials Description Participants are asked to line themselves up according to their date of birth (not year). For example, someone born on April 26th would be closer to the front than someone born on September 3rd.

The rules for this activity are: 1) They should not speak; 2) Pen and paper cannot be used; 3) Phones, diaries cannot be used.

The facilitators encourage participants to use their initiative.

Debriefing & What difficulties did you face?

Reflection Do we find any of these difficulties in our life?

Do we find similar issues when we are researching for information?

Learning Social and civic competences: Improving non-verbal skills, respect and patience in communication. outcomes Sense of initiative and entrepreneurship: Taking action to lead and organise fellow participants is essential.

Learning to learn: The debriefing supports individual and collective learning process Additional comments

Resources

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As it is an introductory activity, it is best to ensure that there is already a friendly environment established between participants so they are motivated to work together.

Participants need to remember the rules and manage to find a way of communication by using body language.

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3.1.9. Pass the Message!

Type Objectives

Game, energiser, bonding activity - Experience how easily bits of information can get lost from the original source until it reaches them; - Reflect on the importance of communicating the news exactly as they are without simplifying or generalising; - Deal with difficulties in passing the information intact.

Duration 10min Group size 15-20 participants Materials The only material (optional) that you need for this game is speakers for music.

Description The participants have to form a line watching each other's back. Then one of the facilitators should show to the first one a ‘message’ made of a series of movements. The participant has to show the exact same movements to the next and so on until the ‘message’ reaches the last participant.

The last person performs the message in front of everyone.

The facilitator that created the ‘message performs it in order to highlight the disparity between the first and last messages.

Debriefing & Are the news that we read spoiled?

Reflection Is it possible to deliver the news without changing them?

Do simplified news equals fake news?

How can we make sure that the news that we read is accurate enough?

Learning Digital competence: Understand how easy a piece of information can change or be distorted when reproduced by many users. outcomes Learning to learn: The debriefing supports individual and collective learning processes.

Social and civic competences: Non-verbal communication; understanding how easy information can change and how difficult and important it is to pass on a piece of information accurately.

Additional comments

Resources

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Pay attention to the and try to recreate same way so as not to something.

Participants will have attention to each movements and during the whole game in order to succeed.

-

movements them in the forget to

pay other's collaborate

3.1.10.

Draw a Rounded House

Type Objectives

Group discussion, team building, reflection The activity aims to raise questions and encourage assumptions by participants and essentially enable creativity.

Duration 30min Group size 5-10 participants Materials A4 paper & markers Description Each participant has to draw a round-wall house as he or she imagines, having A4 sheets and coloured pencils. The facilitators are not allowed to answer any questions, make clarifications or let the participants speak or inspire each other.

After everyone finishes drawing in his/her own way, the facilitators ask the participants to stick the sheets onto the wall and then explain how the drawing was thought. The facilitators collect their answers on the flip chart one by one.

Examples of answers: ● You can’t draw such a thing, this was my first thought. ● I drew a sphere. A sphere that looks like a face. A face which does not roll. I made a sphere and then I put a door on it. ● I thought of a castle, as they have round towers. and have no corners! ● I thought it had to be inhabited. Be realistic. I mean, the transparency ... must have many windows! ● Two circles and a pyramid. And the architectural lines must be seen.

The debriefing follows.

Debriefing & What did you think?

Reflection How do we think and how do we understand the information?

How do we interpret it?

How do we communicate?

Why is it difficult when things are not very specific or clear?

Are there such topics / subjects in the public space that we do not have enough information about?

We all interpret things in our own way, and when it comes to general topics, sensitive topics, controversial topics, topics that may not even have a specific answer ... then things can get really complicated.

But whatever the theme or subject we adopt some behaviours (conscious or not - as was the actual drawing) and behind these behaviours there is not the information we have received, but the arguments we have built ourselves, which seem normal to us and in which we believe. And for

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Learning outcomes

whom we are sometimes willing to argue!

Can you please name some controversial topics you are aware of? Give some examples.

Decisions are easy to take and things are easy to separate when it comes to good or bad. But in real life we often talk about shades that are hard to separate, good and better or bad and worse.

And things get even more complicated when it comes to news, information, data which is also invented, falsified, truncated or machined.

Learning to learn: Taking up a learning opportunity even if at first the terms are unfavourable or frustrating. The debriefing supports individual and collective learning process Social and civic competences: Understanding the importance of interpretation and different perceptions of things. Also, learning the importance of trust in the value of what you are telling when you are talking or teaching to someone else.

Cultural awareness and expression: Using personal insight and imagination to describe the same thing, highlights each person’s uniqueness and the importance of respect to diversity.

Additional comments Resources

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3.1.11.

True or False

Type Objectives

Group discussion, team building, reflection Gives the participants the opportunity to discuss how the information presented can be manipulated from figures. How true this information seems to them and how long it takes or how easy it is, in reality, to check its authenticity.

Duration 30min Group size 15-20 participants Materials Printed handouts with facts about the Earth Description Handouts are given to the participants - an infographic with data on planet Earth. The facilitator asks the participants what they think of it, if they are familiar with the data and how much trust they have in it.

Then the participants are asked to get their phones out and see who manages to validate (or NOT!) information contained into the infographic.

The facilitator times the participants. It is a challenging activity that makes them compete to get as many answers as possible in as little time as possible.

Debriefing & What did you think?

Reflection How do we think and how do we understand the information?

How do we interpret it?

How did you feel about doing research on the presented facts?

Learning Mathematical competences: Reflect on how numbers and hard data can be misleading and/or false and develop skills to check them. outcomes Digital competence: Becoming aware of modern-day challenges regarding information and media literacy; Be aware that people can make very convincing fake infographics/posters, etc.

Learning to learn: Highlighting the importance of interpretation when communicating information or data. The debriefing supports individual and collective learning process Additional comments Resources

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See in Annex

3.2. Introductory Activities in Media Literacy

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3.2.1. Introduction to Fake News Type Objectives

Duration Group size Materials Description

Debriefing & Reflection Learning outcomes

Presentation, discussion, group activity - Familiarising participants with the concepts of media literacy & fake news; - Raising awareness about fake news; - Highlighting the need of combating fake news; - Peaking an interest into discovering more about media literacy.

30min 15-20 participants Laptop, video-projector & prepared presentation about fake news.

Short presentation of the objectives. The presentation can contain a wide variety of subjects related to fake news: what is fake news, where does it come from, the impact of fake news on people, ways to spot fake news and so on.

The facilitators start addressing the participants some general questions about the subject of the training in order to boost their interest in the topic.

To make the presentation more interactive, the facilitators can use a Kahoot quiz - a series of questions with two to four multiple-choice answers to choose from. Facilitators can create their own quizzes on fake news, duplicate and edit others or simply play Kahoots created by other users.

What did you think about the presented information?

Was the information useful?

Digital competence: Motivate participants to discuss further on fake news.

Use of different digital tools.

Learning to learn: Using different learning patterns can raise the participants attention as to how they can better understand and absorb information. The debriefing supports individual and collective learning process;

Additional comments Resources

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Social and civic competences: Acquiring information about fake news, their impact and the ways to protect oneself from them.

Communication between the participation should be encouraged to create short debates on the subject.

- kahoot.it - mindtools.com - INFO on fake news - prattlibrary.org - additional resources about fake news - BBC Examples. One fake news/one real about the same topic.

Understanding language. https://www.bbc.com/news/technology46905475 - https://www.youtube.com/watch?v=AmUC4m6w1wo Fake footage

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and the implications for news https://www.youtube.com/watch?v=I3l4XLZ59iw&t=304s Fake audio with Adobe Voco. https://www.digitalinformationworld.com/2019/05/meet-immavirtual-model-instagram.html CGI Instagram model. Ask participants to guess which model from the photo is not a real person. https://www.getbadnews.com/#intro ‘Bad News’ is a Fake News Game created as a public media literacy tool for ages 15-35.

Available in several languages.

3.2.2. Spot and Combat Fake News!

Type Objectives

Presentation, discussion, group activity - Developing the participants ability to spot fake news and showing them how to combat these phenomena; - Learning to collaborate and work in a team; - Learning to do accurate research.

Duration 1h Group size 15-20 participants Materials Flipchart, flipchart paper & markers Description The participants are split in groups of 5-6 and each group is asked to provide 5 ways of spotting and combating fake news, with the purpose to make a short presentation writing on the flipchart paper that is handed out to them.

Their work is carefully analysed and discussed. This method ends with a Q&A session. Each participant is encouraged to engage in the conversation.

Debriefing & What were we trying to do?

Reflection What can we learn from this?

Learning Social and civic competences: Be more aware about fake news and how easy it is to manipulate someone through information; Learn to work in a outcomes team.

Sense of initiative and entrepreneurship: Think creatively and solve problems as a group.

Additional comments Resources

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Learning to learn: Be more aware about fake news and how easy it is to manipulate someone through information; Debriefing supports individual and collective learning process libguides.madisoncollege.edu - tips for spotting fake news

3.2.3. Brainstorming Session Type Objectives

Presentation, debate, group activity - Motivating the participants to come up with personal contribution related to the topic; - Learn to research a topic and understand the impact of fake news.

Duration 30min Group size 15-20 participants Materials Flipchart paper & markers Description The participants are split in groups of 5-6 and asked to come up spontaneously with topics related to media education. The facilitator writes everything down on little pieces of paper.

Each group is asked to pull out a piece of paper with one of the topics and to make a small presentation about it using the given materials. Topics on media education could include: impact of fake news in the workplace/community, ways to spot fake news, why we accept fake news and so on. Participants are encouraged to present their work.

Debriefing & What did we accomplish?

Reflection What can we learn from this?

Learning Social and civic competences: Making a presentation on a topic on media education. outcomes Learning to learn: Be more aware about fake news and how easy it is to manipulate someone through information; The debriefing supports individual and collective learning process

Additional comments Resources

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Sense of initiative and entrepreneurship: Choosing topics that will be interesting for the audience and can have an impact on them.

Facilitators should encourage the participants to speak their mind.

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3.2.4. What is Fake News? Introduction of Fake News and Its Impact on Society. Share your Story!

Type Objectives

Presentation, reflection exercise, group discussion, team building Getting to know and understand what fake news is, how and why is it created; Understanding the impact that it has on society.

Duration 30min Group size 15-20 participants Materials A3 papers & markers.

Description The facilitators introduce the topic of fake news to the participants and divide them in two groups. Each group has a question to answer: ‘What is fake news?’ and ‘What is the impact of fake news?’.

The groups have 10 mins to discuss the given question and write down their answers. The facilitators should enable the groups to interact without interfering too much so they have space to evolve their critical thinking, bond with each other and express themselves. After that, the two groups should present their results. During the presentation, questions that may arise should be answered by the participants or the facilitators, depending on the nature of the question.

After that a 10-minute presentation answering the two questions in a more informative context should be carried out by the facilitators.

Last but not least, the participants have an open group discussion, letting them reflect on when and how they interacted with fake news.

Debriefing & The questions asked in the last part, on the activity Share your Story: Reflection Have you ever been misled by fake news?

Have you felt the impact of fake news on society? Or on your personal life?

Did you discover a case you interacted with fake news, but did not realise it was fake news until now?

Learning Digital competence: Formulating opinions and discussing on fake news in a structured manner outcomes Learning to learn: The open group discussion facilitates the connection of

individual experience to collective knowledge through peer learning; Social and civic competences: learning to work in a team; develop presentation and storytelling skills.

Additional comments

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Participants need to think outside the box and to focus on answering the questions with general arguments and not spend time focused on specific examples.

Resources

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For the first part of the activity, participants should actively participate to give their own answers to the questions so that they can relate their ideas to the presentation that follows afterwards. cits.ucsb.edu/fake-news

3.3. Theory, Presentations & Discussions

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3.3.1. Global Affairs & Inequality Type Objectives

Lecture, presentation, dialogue Raise participants’ awareness on how inequality in media is shaped and exercised Duration 15-20min Group size 15-20 participants Materials Papers & pens, in case some of the participants would like to keep some notes.

Description The facilitators start with a small presentation on the way inequality was shaped in the past and the methods that the traditional media was using.

Moving forward, the facilitators introduce to the participants how the involvement of social media is changing the form of inequality in access to news.

During this part of the presentation the facilitator includes many examples on hot topics, like the migration crisis or the crisis in South America. The facilitators encourage the participants to state what their opinion is or how they perceive these events.

During the presentation the participants are also instructed to add examples that they have seen in the news in order to have a wider picture of the situation of inequality in media representations.

At the end of the discussion, the facilitators make concluding remarks.

Debriefing & Does inequality in access to information exist?

Reflection Do we understand the global news that is reaching us?

Does social media make the situation easier?

Is there a way to counter inequality?

Is inequality always bad?

Learning Social and civic competences: Enriching knowledge on global affairs and inequality. Connecting everyday life experiences to large scale outcomes phenomena. Raise the issue of personal and collective responsibility and empower participants to act.

Communication in a mother tongue: Developing presentation and public speaking skills Cultural awareness: Get acquainted to circumstances experienced by individuals around their globe and understand one’s comparative position.

Additional comments 35 | Page

Learning to learn: The debriefing supports individual and collective learning process The participants will have to pay attention to the arguments of the facilitator and the other participants in order to contribute more

Resources

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efficiently to the conversation.

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3.3.2. Scale of Cooperation Type Objectives Duration Group size Materials Description

Debriefing & Reflection

Learning outcomes

Additional comments

Resources

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Presentation, methodology, good practice Prepare participants to cooperate, collaborate and interact positively in group activities and discussions.

15min 15-20 participants Prepared drawn materials for the presentation.

The activity starts with a presentation of the model, using drawn material to make the process visual and interactive.

After a detailed presentation of the model, the states and the effects of each state on a team or group of people, participants have the time to ask questions or make remarks about the model and their understanding of it.

Do you understand the model?

What is your take on it?

Do you recognise these states of experiences now that you were introduced to the model?

Learning to learn: Participants are explained how collaboration and peer learning works and how their individual attitudes can affect the dynamics of a group.

Social and civic competences: Practical ways of cooperation within a group.

This model seems simple but it is not. It is good for the facilitator to move slowly from point to point, to make sure the points are clear.

Participants need to pay attention to the core "’worlds’ presented in this activity and understand the difference between similar states of cooperation. scaleofcooperation.com

3.3.3. Interpersonal Communication Type Objectives

Presentation, dialogue, reflection experience, instructor-led training - Participants will get to know the basic ways of communication and learn communication methods that are reaching them through the media; - Raise awareness on how different communication methods can be in personal and professional life.

Duration 25-35min Group size 15-20 participants Materials Markers, flipcharts & a board.

Description The facilitator makes a presentation on ways that conversations work and connects it to the ‘Draw as I tell you’ game.

The facilitator introduces the transmitter, the message and the receiver.

The facilitator keeps on presenting to the participants the obstacles that the transmitter and the receiver have to face in order to have a successful conversation.

The first obstacle is the ‘noise’. Here is where the first question to the participants is arising: ‘what is noise?’. The participants will have the chance to contribute with their opinion in the discussion in order to see how each of us perceives the ‘noise’.

Then the facilitator explains the meaning of ‘noise’ in communication.

Afterwards the facilitator presents the second obstacle, the ‘wall-filter’.

The question arises again and after a short dialogue like in the first question, the facilitator explains the ‘wall-filter’.

After this presentation, a small discussion takes place and participants share their thoughts or experience with the model.

Debriefing & What are transmitters, messages, and receivers?

Reflection What is "’noise’ and ‘wall-filter’?

Do we recognise this model in our lives?

Do we find similar issues when we are trying to communicate?

Does this model influence the way that we choose our media?

Learning Digital competence: Understanding basic ways of communication and obstructions to communication. outcomes Learning to learn: Participants are advised of things that may obstruct their learning process. The debriefing supports individual and collective learning processes.

Additional comments

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Social and civic competences: Understanding basic ways of communication and communication methods.

Participants need to pay attention to the facilitator and to the questions that the facilitator will make based on the conversation and the presentation.

Resources

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communicationtheory.org/interpersonal-communication businesstopia.net/communication/interpersonal-communicationexamples

3.3.4. Art of Mirroring Type

Presentation, hands-on training, personal development, reflection experience, instructor-led training Objectives - Introduce and exercise on the concepts of deep listening, deep questioning and mirroring; - Team building and bonding; - Participants help each other discover truths about themselves through sharing.

Duration 40min Group size 15-20 participants Materials Paper, pens and space for each pair to find a safe space to share.

Description This activity is recommended to follow Intergroup Interviews. Participants are first presented with the concepts of deep listening, deep questioning and mirroring.

Then they are invited to join their pair from the Intergroup Interviews (3.3) activity and share again the story they shared but this time, following the principles of the presented concepts.

They are keeping notes about the story so they can remember the key points. After sharing, the group gathers again and gets more specific instructions on how to mirror the story they listened to back to the storyteller. After both members of the pair have shared their story, they gather again for group discussion and reflection.

Debriefing & How did you feel sharing your story again in front of the same listener but Reflection using a different way in communication?

Did you feel the listener was listening deeply?

How do you feel about the questions?

Did you discover something by listening back to your story?

Did you feel uncomfortable and why?

Communicating in a mother tongue: Cultivate active listening; Learning outcomes Learning to learn: Being familiarised with ways to promote effective learning through blocking personal thoughts and feelings and focusing on the other.

Additional comments

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Social and civic competences: Understanding of the other by practising deep listening, deep questioning and mirroring.

Make sure the pairs collaborate and do not forget to follow the principles they just discovered.

The group must feel comfortable enough with each other in order for the activity to be successful. Both in the part of sharing and the part of listening there should be mutual respect and as little external noise as possible.

Resources

About deep listening Deep questioning Mirroring

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3.3.5. Privacy Around the World Type Objectives

Lecture, presentation, dialogue - Introduce and reflect on government actions for securing media; - Raise awareness on the rights and freedoms protected or abolished by government action Duration 15-20min Group size 15-20 participants Materials Papers and pens in case some of the participants would like to keep some notes.

Description The facilitators start with a small presentation on the way privacy and security in media is being shaped around the world.

During this part of the presentation, the facilitator includes many examples on hot topics, like GDPR and CCPA (California Consumer Privacy Act).

During this part the facilitator is also addressing the participants and encourages them to state what their opinion about these regulations may be and how their life is affected by them.

During the presentation the participants should be informed about existing efforts to combat disinformation as well as the steps that countries (e.g. China, Germany, Israeli or Turkey) have taken to combat misinformation and to discuss the limit between protecting citizens’ rights and violating privacy rights. At the end of the discussion the facilitator makes concluding remarks.

Debriefing & Does GDPR make the web safer?

Reflection Do I have control over my data?

Is it easy to maintain a balance between the freedom of speech and privacy/security regulations?

Are the steps that we have taken so far in the right direction?

Learning Digital competence: Improving critical thinking & gaining knowledge outcomes about privacy measures around the world.

Learning to learn: Getting familiarised with technological factors that affect your learning and your access to information.

Additional comments Resources 42 | Page

Social and civic competences: Improving critical thinking and gaining knowledge about privacy measures around the world.

The participants will have to pay attention to what the facilitator and the other participants are stating in order to contribute more efficiently in the conversation. poynter.org/ifcn/anti-misinformation-actions

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3.3.6. Why is Media Literacy Important & Privacy Basics Type Objectives

Presentation, methodology, good practice Provide the participants with: a. media literacy competencies; b. basic methods to consume media in an informed way; c. a general overview on how exposed we are on the world wide web and d. tools to help them protect their privacy and anonymity.

Duration 25-35min Group size 15-20 participants Materials Pens & papers for notes.

Description The facilitators start with a presentation of the media literacy concept and its importance in today's world.

After the focus shifts on how young people can be media literate while consuming media by thinking critically and to questions that the consumer of media must ask regarding any information they receive.

In the second part facilitators start with a presentation of the privacy pyramid and after that explain each step as well as the possible risks and solutions.

Debriefing & How do you feel about media literacy and critical thinking? How Reflection important do you think they are?

How do you feel about your privacy after the presentation of the pyramid?

Will you use any of the tools presented to protect your privacy more from now on?

Learning Digital competence: Gaining media literacy competencies and information on privacy basics. outcomes Social and civic competences: Be familiarised with illegal limitations to citizens’ free access to information.

Additional comments

Resources

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Learning to learn: Getting familiarised with technological factors that affect your learning and your access to information.

The facilitators must make sure the group is able to cope with the speed of the presentation and adjust it so that the message is clearly understood.

Because there is a lot of information presented in a very short time, participants are invited to keep notes and to recognise the key aspects they want to get from the activity and work on. commonsensemedia.org/news-and-media-literacy/what-is-medialiteracy-and-why-is-it-important freecodecamp.org/news/the-beginners-guide-to-online-privacy

3.3.7. Media Literacy in Education Type Objectives

Presentation Be familiarised with different approaches to Media Literacy in education in the Western world.

Duration 15min Group size 15-20 participants Materials Papers and pens in case some of the participants want to keep notes. A flipchart and markers for the facilitators.

Description The facilitators present 4 different approaches to media literacy in education. After that they explain the key aspects of each one and compare them while also explaining how they complement each other in specific scenarios. Lastly they invite the participants to raise questions and share their own ideas.

Debriefing & Which of the presented models do you believe is most suitable for today's Reflection needs?

Do you have a different approach to suggest?

Learning Digital competence: Knowledge on media literacy and the ways it can be communicated more effectively. outcomes

Additional comments Resources

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Learning to learn: Cultivate knowledge on different approaches to learning according to the receiver.

Tip to facilitators: make sure to keep it short and simple while highlighting the key aspects of each approach. medialiteracynow.org

3.3.8. Remote Team Working APPs Type Objectives Duration Group size Materials Description

Group discussion, team building, reflection Experiencing team working apps.

30-40min 15-20 participants Phones with Internet access, flip chart paper & markers.

The facilitators ask the participants what are the challenges that may occur in a team and synthesize them on the flipchart. The next question is which one of those challenges they think is fading, improving, or what happens extra when we talk about a remote team?

Given these challenges there are many online applications to answer them. Have the participants heard of such applications? If so, what teamwork, collaboration, or communication applications have they heard of?

The participants are split in groups of 5-6, each team having assigned an application - Trello, Slack, Zoom, etc.

Each team has to document the application, install it and test it, identify the needs that its application responds to, its advantages and disadvantages, whether it can be used on the phone or laptop, and finally, they have to design a 15 minute presentation of the application for the rest of the participants.

Debriefing & How did you experience these apps?

Reflection Were they useful?

Learning Communication in a mother tongue: Learning public speaking & body language outcomes Digital competence: Get familiarised with digital tools and applications; Collaborating through digital tools.

Additional comments

Resources

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Social and civic competences: Learning public speaking & body language; Learning to use different digital tools and apps to communicate your thoughts and ideas. Collaborating through digital tools. Familiarising with obstacles to effective collaboration.

The presentation should be dynamic and interactive, explaining to colleagues where to download it from and how to install it, how to make an account on it and how it can be used.

During each presentation, the participants speak and offer feedback on various aspects of public speaking, body language and feedback.

Mobile apps - Trello, Slack, Zoom, etc.

4.1. Media Literacy Roleplays & Teamwork

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4.1.1.

Type Objectives

Duration Group size Materials Description

Be a Reporter!

Presentation, debate, group activity - Gain real-life experience on how news are created; - Enhance research skills; - Team building and team work.

1h30min 15-20 participants Pens & paper The participants are split in 3 groups. Each group is assigned a debate topic and told to go outside of the training room to interview people of different ages or different social backgrounds about the given topic. The goal is to create an article and to present it in a journalistic manner. For example the interviews may refer to topics like stereotypes in media about different social categories, countries, ethnic groups etc.

Debriefing & What did you think about the activity?

Reflection How did it make you feel speaking with people you do not know?

What did we learn from this?

Would you have done anything differently?

Learning Communication in a mother tongue: Writing an article in an engaging way outcomes to attract specific audiences.

Social and civic competences: Gather real life experience on how information is created and presented; Exercise on how to write an article and understand the effort it entails to do it right.

Sense of initiative and entrepreneurship: Take decision on what you want to analyse and how as well as the reasons why it is important.

Additional For this method it would be ideal for the participants to have the comments opportunity to experience different environments.

Resources quicksprout.com - tips on writing a compelling article

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4.1.2.

Spotting Fake News

Type Objectives

Group activity, team building Clarify the concept of fake news and what constitutes it.

Protect from fake news on-line Gain fact-checking skills Duration 30min Group size 15-20 participants Materials Print outs, flipchart, markers & flipchart paper Description The facilitator divides participants into groups; give each group a marker, a sheet of flipchart paper, one of the handout ‘’tips’’ sheets and ask them to present the information back to the rest of the groups in their own words.

The participants are asked to think of examples and add any more tips they can think of.

Debriefing & Is spotting fake news clearer to you?

Reflection What new ways of spotting fake news did you learn?

Learning Communication in a mother tongue: Giving a presentation outcomes Digital competence: Learning to fact check and protect oneself from fake information Learning to learn: The participants reflect on what constitutes fake news and how fake information affect their learning;

Additional comments Resources

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Social and civic competences: The participants learn to keep the information that is true and essential. This is crucial for making correct decisions as citizens. libguides.msvu.ca

4.1.3.

What Sources Do You Trust/Not Trust?

Type Objectives

Group activity, team building - Gain more knowledge about media literacy, fake news and the purpose of its creation; - Reflect on the importance of having the right information and how information can easily change; - Introduce trustworthy sites and their features.

Duration 20min Group size 15-20 participants Materials Markers, flipchart & flipchart paper Description The facilitator divides participants in groups; give each group a marker and a sheet of flipchart paper. The groups are asked to write down on the flip chart paper what sources they do trust and not trust (for example, one they trust is a government website and one they do not trust is a news article on a social media website).

Once they write down and discuss which sites they trust and which they don’t trust, the facilitator is asking participants why they think a site is trustworthy or not. After the discussion the facilitator reveals which of the sites that the participants chose are trustworthy and why. The facilitator willshare an online resource, a website that helps discerning what is true and what is not: snopes.com and fact check if the sources written down on the flipchart paper.

Debriefing & Were you aware of these fact checking sources?

Reflection What did you learn from your colleagues?

Learning Digital competence: Understand which media the group thinks are more outcomes trustworthy (print media, social media, radio) and why.

Learning to learn: Analysing why we trust certain sources and not others.

Additional comments Resources

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Social and civic competences: Knowing which media are more trustworthy is crucial for making informed decisions as a citizen; To prepare for this method, the facilitator will do research for online fact checking sources – these can be specific for each location. snopes.com libguides.lmu.edu

4.1.4.

Media Literacy Council Tips

Type Objectives

Team building, group discussion, presentation - Gain knowledge about how to safely browse and research the web; - Reflect on the importance of the right information and how easily it can change - Learn simple ways of spotting fake news; - Develop presentation skills.

Duration 30min Group size 15-20 participants Materials A3 paper, flip chart & markers Description The Media Literacy Council (MLC) is a group of members from private and public sectors in Singapore. The MLC informs public education on media literacy and cyber wellness and advises the government on appropriate policy responses to the evolving world of media, technology, and consumer participation.

The facilitator hands out printouts for each group giving these details and the participants have to see if they agree with each template.

The groups have to create a presentation on a flipchart on why they agree or disagree on these policies.

Each group must present the information back to the other groups and discuss Debriefing & What did you think about the activity?

Reflection How did it make you feel speaking with people you do not know?

What did we learn from this?

Would you have done anything differently?

Learning Communication in a mother tongue: Presenting information back to the outcomes group will help the group to retain the knowledge.

Digital competence: Acknowledging how important it is to be media smart; Learning tips to help spot and combat fake news.

Learning to learn: Learning how to make out relevant and true information.

Social and civic competences: Acknowledging how important it is to be media smart; Learn tips to help spot and combat fake news; Sense of initiative and entrepreneurship: Presenting information back to the group will help the group to retain the knowledge.

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Additional comments Resources

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To prepare for this method, the facilitator should do research on the Media Literacy Council. This exercise is a simple way to educate young people with some key media literacy tips.

Media Literacy Council Media Wise Youth Guide Fact checking tips

4.1.5.

Type Objectives

Referendum on Immigrant Rights

Simulation, debate, role-playing, group discussion - Realise the impact and ease of creation of fake news; - Reflect on unequal representation of news by the media and stakeholders with hidden agendas.

Duration 1h Group size 15-20 participants Materials Printed roles, a voting box and different rooms or sufficient space so that the groups can discuss independently.

Description Facilitators spend 5 minutes to explain the rules and delegate the roles.

There are 4 different groups: ● Politicians in favour of X; ● Politicians against X; ● Journalists of a big TV station (with opinions based against X); ● Equal number of citizens in favour, against or neutral of X (X is the topic of the Referendum).

Politicians have 10 minutes to prepare their political campaigns, the media to prepare their broadcast (one will visit the politician again and the other will take some interviews from citizens) and the citizens discuss their views based on the roles with each other (role-playing).

The media then does a small report on the situation.

After that, the political parties have 5 minutes each to present their points.

Then there are questions from citizens.

After that voting commences.

Media announces the results and finishes the role-playing.

Then, the participants proceed to discuss: ● How was the experience? ● How did you feel that you had to take on this extreme role? ● Who changed the vote of his persona? What made you change your opinion? ● Did the political opinions stated seem like true information?

When they have discussed enough, the participants move to more open questions and motivate sharing for the conclusion.

Debriefing & Why don’t we speak up?

Reflection Do you understand the model?

What is your take on it?

Do you recognise these states of past experiences now that you were introduced to the model?

Learning

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outcomes

Communicating in a mother tongue: how easily words can be manipulated to get someone’s point across Digital competence: Experiential learning on the impact of fake news Learning to learn: Reflecting on why certain information is more convincing than others,

Additional comments

Resources

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Social and civic competences: Experiential learning on the ways fake news are spread and their impact Doing a team oriented activity before this one, like the Scales of Cooperation, helps set the stage of doing a complex group activity without having negative side effects that happen because of heated discussion or inappropriate social interactions.

For the activity to be successful, the group must be willing to actively participate in all stages of it, as well as accept to role-play the specific role they were assigned. Lastly, the group must participate and pay attention to the debriefing after the activity so they realise the key outcomes of the simulation.

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4.1.6.

Type Objectives

Actors & Actions

Simulation, Q & A sessions, (small) group discussion - Familiarise with the global actors on combating misinformation and fake news; - Evolve participants’ critical thinking by making them propose (realistic) solutions that each global actor can provide.

Duration 30-40min Group size 15-20 participants Materials Flip chart & markers.

Description Facilitators spend 2 minutes to explain to the participants the tasks that they need to carry out in this activity.

1st Task: The participants need to find the global actors that are connected to fake news.

2nd Task: After they indicate the actors the facilitators spit the participants in small groups and ask from each team to choose one of the global actors and to try to present realistic actions that the chosen group can do in order to combat misinformation and fake news.

Global actors are divided also in groups in order for the participants to have a better point of view in their task. The groups are: ● Governments/Municipality ● Media/Influencers ● Corporations/NGOs ● Family/Individual The participants are given 10 minutes to discuss in their groups and to prepare a small presentation.

3rd Task: During each presentation the participants may discuss and quote their objections on the possible actions.

After all the presentations a group discussion takes place in order to see what individuals can do to protect themselves.

Toward the end of the discussion the group can move to more open questions in order to share the conclusion.

Debriefing & Have you thought about the global actors?

Reflection How difficult is it to implement these actions?

What can we do as actors?

Are there more actions around the globe that we may not know?

Learning Communication in a mother tongue: Presenting information back to the outcomes group will help the group to retain the knowledge.

Social and civic competences: Familiarise with decision making processes; Get acquainted with channels of citizens’ involvement and participation.

Gain knowledge on global interdependencies (from an environmental,

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cultural, economic and political approach).

Cultural awareness and expression: Gathering knowledge level on interdependencies (environmental, cultural, economic and political) is crucial for realising one’s position in a global context.

Learning to learn: putting oneself in the position of another person and acting accordingly, broadens perception about other people’s understanding of things.

Additional comments Resources

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For the activity to be successful, the groups need to think realistically and to put themselves in the shoes of the global actors.

Global Education Manual - To Develop Global Citizen Competencies, Andreea-Loredana Tudarache, A.R.T Fusion Association 2015

4.1.7.

Challenging Theatre

Type Objectives

Theatre, group discussion -Realising how stereotypes can guide your way of thinking and lead us in wrong conclusions; - Reflect in the total knowledge and tools that participants gained through the whole sessions; - Enhancement of critical thinking and ways of communication.

Duration Group size Materials Description

40min 15-20 participants Printed materials Facilitators spend 2 minutes to explain the scripts of the theatres without revealing their content.

There are 2 different scripts that are given:. â—? Cultural Shock A group of European people move to a Muslim capital, afraid of the culture they will have to be in due to the western media representation of Muslim countries.

During Ramadan, they listen to the Mosque every day and cannot sleep properly.

They cannot find a place to eat lunch before dusk.

They decide to have a meeting with the local governing body to resolve their cultural differences.

Present us in a small theatrical play the meeting based on the above script.

[Half of the group are Europeans and the other half the local Muslim representatives.] â—? Corporate Takeover A big corporation wants to invest and build their factory in your village.

The residents of the village do not know if they want the factory since they have a great clean river and a big forest around it.

Before the meeting with the corporation's representatives, they are looking on the web for details of the factory.

Present us in a small theatrical play the meeting based on the above script.

[Half of the group are villagers and the other half representatives of the corporation.]

Facilitators ask each participant to choose one of the two theatres and to create two teams. Each team is asked to implement the sketch in the way they think is more suitable to show the problem/case based on the

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instructions that they have received from the facilitators.

The participants are given 15 minutes to discuss in their groups and to prepare a small theatrical sketch.

After each presentation, questions that may have risen are answered.

After both theatrical presentations are over there is reflection and discussion taking place in order for the participants to express their thoughts on the activity and to see how media literacy is being used in the given cases.

When the participants have discussed this, the facilitator encourages them to move to more open questions and motivate sharing for the conclusion.

Debriefing & How did you choose the way in which you communicate?

Reflection Was your acting based on stereotypes, if yes why?

Would research on the web make you act in the same way?

Could you see in the theatrical actions things that we were focusing on the session?

Learning Social and civic competences: Improving critical thinking and emphasising on the importance of justice, diversity and inclusion and available outcomes channels of pursuing them. Familiarise with the ways stereotypes affect decision making.

Cultural awareness and expression: Putting oneself in the cultural context of another group shall familiarise them with different perceptions and stereotypes and increase empathy and understanding.

Learning to learn: putting oneself in the position of another person and acting accordingly, broadens perception about other people’s understanding of things.

Additional comments

Resources

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For the activity to be successful, the group needs to pay attention to the given script and not to get side-tracked from it in order to stay on the topic. They will also need to manage their time in order to create the theatre in a way that will better express their thoughts.

"World's Future in Your Actions", Andreea-Loredana Tudarache, A.R.T Fusion Association, 2017

4.1.8.

Impact of the Headline

Type Objectives

Group discussion, role play, brainstorming, team building, reflection - Reflect on the importance of the right information and how easily it can change; - Gain competences on creating content; - Gain competences regarding fact-checking.

Duration 30min Group size 15-20 participants Materials A4 papers and pens, printed instructions, different rooms or enough space so the teams do not interfere with each other.

Description The team is divided in groups of 5-6 and they get a paper with instructions.

Then they are split in different rooms to work on their objective. Two of the teams have to discuss the headline of an article and then create a small paragraph that represents what they discussed about the title. The third team is given a small paragraph and has to give it a title.

After that the teams get back into the group and they present their instructions and their outputs.

Between the presentations, room should be left for discussion. After that, we raise the question if they noticed something around the 3 different exercises.

Finally, the facilitators reveal it was the same story based on real life events just taken in a different context in each iteration. Participants discuss real life applications on the matter and how it affects people getting this kind of targeted information.

Debriefing & Have you ever experienced the same piece of information presented in a Reflection completely different context?

Why did you make these assumptions during the activity and is there a way to be more objective in the future?

Do you get misinformed in your lives? In what way?

Learning Communicating in a mother tongue: focus on the structure of the outcomes language and its importance in presenting a piece of information Digital competence: Reflect on the importance of the right information and how easily it can change. Gain competences on creating content; gain competences regarding fact-checking.

Learning to learn: Reflect on our own thinking and stereotypes when

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Additional comments

Resources

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reviewing a piece of information.

Make sure participants have understood the instructions enough so they do not stray from the end goal. Motivate the shyer participants to state their opinions.

Everyone should be focused solely on their team’s objective and be able to listen carefully on what the other teams have to present.

-

4.1.9.

Type Objectives

Election Day!

Teamwork - Understanding how information is manipulated and how it circulates - Enable participants to differentiate between different kinds of biased and/or fake information Duration 50-60 min Group size 15-20 participants Materials Flipchart paper, markers, scissors, old magazines and newspapers.

Description The facilitator splits the group into teams of 5-6 people, telling that each one of them is part of the editor’s board of a newspaper. Each group needs to choose a name that is good for the public.

The facilitator shares the news he just decided to run at the City Hall and each group has to publish an article about it. The participants can use the Internet, their laptops and phones and they can ask the facilitator anything (as long as the info is not on the internet!). They also can help with a series of magazines and newspapers to make the presentation more beautiful and interactive.

The first team has the editorial objective of shifting the article from a favourable perspective, the second team from a negative perspective, and the third team from an objective perspective.

All the presentations should be informal in nature and each team encouraged looking through newspapers, magazines and brochures in order to cut, select and choose various photos, images or texts, which the participants think to be representative for their objective. By doing so, they are motivated to compose a billboard of their one side of the story.

Each team then delivered the presentation, while being helped to bold their main ideas by the metaphors they have chosen.

Debriefing & What can be the reasons behind the manipulation of the truth?

Reflection What can be the levers or arguments that can transform people into partisans of different points of view?

What can be the implications of such actions?

What can we do as consumers of information and media?

Was it difficult to look at things from the chosen perspective?

How easy is it to highlight certain aspects?

Learning Communication in a mother tongue: Presenting information back to the outcomes group will help the group to retain the knowledge.

Social and civic competences: Familiarise with decision making processes; Get acquainted with channels of citizens’ involvement and participations.

Gain knowledge on global interdependencies (from environmental,

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cultural, economic and political approach) Cultural awareness and expression: Gathering knowledge level on interdependencies (environmental, cultural, economic and political) is crucial for realising one’s position in a global context.

Learning to learn: putting oneself in the position of another person and acting accordingly, broadens perception about other people’s understanding of things.

Additional comments Resources

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-

5.

Annexes â—? 3.11 True or False

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â—? Why is Media Literacy Important & Privacy Basics

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6.

Resources Name Supercoloring

Name/ Link

1.

2.

Kahoot.it

kahoot.it

3.

Mind Tools

mindtools.com

4.

Digital Information World

www.digitalinformationworld.com

5.

Bad News

www.getbadnews.com

6.

Library of Mount Saint Vincent University Center for Information Technology and Society at UC Santa Barbara

libguides.madisoncollege.edu

7.

Drawings suggestions (supercoloring.com)

Description Useful tool for drawings ideas. You can find here hard and detailed patterns, advanced animal drawings, simple colourings or easy outlines.

Kahoot! is a game-based learning platform that makes it easy to create, share and play learning games or trivia quizzes in minutes.

Mind Tools is one of the world’s most popular digital, on-demand career and management learning solutions, helping more than 24 million* people each year.

CGI Instagram model. Ask participants to guess which model from the photo is not a real person.

‘Bad News’ is a Fake News Game created as a public media literacy tool for ages 15-35. Available in several languages.

Tips for spotting fake news

cits.ucsb.edu

CITS is dedicated to research and education about the cultural transitions and social innovations associated with technology.

Scale of Cooperation 9. Communication Theory 10. Poynter

scaleofcooperation.com

11. Common sense

commonsensemedia.org

The official website of the Scale of Cooperation.

All about Theories for Communication.

It is the world’s leading instructor, innovator, convener and resource for anyone who aspires to engage and inform citizens.

Since 2003, Common Sense has

8.

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communicationtheory.org poynter.org

Media

12. Free code camp

freecodecamp.org

13. Media Literacy Now

medialiteracynow.org

14. Library of Mount Saint Vincent University 15. Snopes

libguides.msvu.ca

16. Library of Mount Saint Vincent University 17. Media Literacy Councy

libguides.lmu.edu

18. Artfusion

Global Education Manual - To Develop Global Citizen Competencies World's Future in Your Actions

19. Center for Media Literacy (CML)

www.medialit.org

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snopes.com

www.betterinternet.sg

been the leading source of entertainment and technology recommendations for families and schools.

Their mission is to help people learn to code for free by creating thousands of videos, articles, and interactive coding lessons - all freely available to the public.

The website provides free access to media literacy resources for educators, librarians, parents and students.

Media Literacy Now is changing the way people think about media and literacy through building public awareness and influencing policy.

Library of materials and information about fake news.

Snopes’ fact-checking and original, investigative reporting lights the way to evidence-based and contextualized analysis.

They always document their sources so readers are empowered to do independent research and make up their own minds.

Tips & Strategies for Evaluating Fake News The Media Literacy Council spearheads public education on media literacy and cyber wellness, and advises the government on appropriate policy responses to the evolving world of media, technology, and consumer participation.

A publication intended to represent a tool for citizens and educators for contributing to building a critical mass.

CML advocates for media literacy education, but also design, develop, implement and evaluate resources for educators and communities

20. Center for News Literacy

www.centerfornewsliteracy.org

21. Cyber Civics

www.cybercivics.com

22. News Literacy Project 23. Edutopia

newslit.org

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www.edutopia.org

News Literacy is a curriculum developed at Stony Brook University in New York over the past decade. It is designed to help students develop critical thinking skills in order to judge the reliability and credibility of information, whether it comes via print, television or the Internet.

A platform that helps kids build a healthy relationship with technology.

Resources to help students learn to analyse, evaluate, and communicate in a world with countless media sources and constant access to powerful computers.

7.

Team ● Romanian Youth Movement for Democracy

Marian Dămoc, Dragoș Cristian Fânaru, Gabriel Carnariu, Diana Pușcașu, Iulian Oancea, Anghel Marilena, Grigoroiu Cristiana-Maria, Maria Curecheru

● Donegal Youth Service Teresa Mc Callion, Seyidor Desmenu, Mairead McElchar, Karen Conlon

●

Inter Alia

Nikos Papakostas, Enri Hysenbelli, Antonis Megalogiannis

Graphics: Eva Dumitrescu, Layla Kuyper

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8.

Contacts

This publication has been produced by the Romanian Youth Movement for Democracy Association, in partnership with Inter Alia (Greece) and Donegal Youth Service (Ireland) within the framework of the project “Get it Right”, co-funded by the Erasmus+ Programme of the European Union, Key Action 2: Capacity building in the field of Youth.

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Romanian Youth Movement for Democracy Strada Viitorului, nr. 26, Bacău, Romania www.rymd.ro ꓲ +40 747 47 68 36 ꓲ contact@rymd.ro Inter Alia Valtetsiou 50-52, 10681 Athens, Greece, Athens, Greece www.interaliaproject.com ꓲ +30 21 5545 1174 ꓲ info@interaliaproject.com Donegal Youth Service 16-18 Port Road, Letterkenny, Co. Donegal,Republic of Ireland https://www.donegalyouthservice.ie/ ꓲ +353 74 912 9630 ꓲ admin@ donegalyouthservice.ie

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