Fact-checking

In our article ‘Fact-checking and adding context‘ we looked at some of the traditional method for verifying information.

In the piece ‘Beyond fact-checking‘ we went beyond simple verification to applying critical thinking and contextual analysis to our fact-checking.

And in ‘Lateral reading for journalists‘ we looked at methods that have been used by journalist for many years but which have become easier and faster to apply thanks to the internet.

All the methods mentioned above are designed to help journalists weed out misinformation and disinformation in a bid to provide robust, accurate, and factual information.

Now we look at the SIFT method of fact-checking, research, and adding context, which has been developed by Mike Caulfield and is increasingly being used in journalism training and education.

SIFT teaches students how to critically evaluate information online through four steps: Stop, Investigate the source, Find better coverage, and Trace claims, quotes, and media back to the original context.

While it’s primarily aimed at combating misinformation in the digital age, it also offers computer-assisted benefits that can enhance traditional journalism practices. SIFT has been adopted in various educational settings, including media literacy courses and journalism programmes.

The SIFT method provides a straightforward process for evaluating online information. Its four distinct elements are:

• Stop:
  • This initial step emphasises pausing before engaging with any information. It encourages users to resist the urge to immediately share or believe something, and instead, to take a moment to reflect.
• Investigate the source:
  • This involves determining the credibility and background of the source of the information. It encourages journalists to apply “lateral reading,” which means looking at what other sources say about the original source.
• Find better coverage:
  • This step advises seeking out more reliable and trustworthy sources that provide better coverage of the claim or topic. It encourages journalists to look for consensus and expert analysis.
• Trace claims, quotes, and media to the original context:
  • This involves tracking down the original source of a claim, quote, or piece of media to understand its context.

Applying the four steps of the SIFT method leads to a more informed and accurate understanding of online information. Specifically, it aims to produce these key results:

• Increased accuracy:
  • By investigating sources and tracing claims, a journalist is less likely to be misled by false or misleading information.
• Improved source evaluation:
  • The journalist develops the ability to quickly and effectively assess the credibility and reliability of online sources.
• Enhanced contextual understanding:
  • Tracing claims to their original context enables the journalist to make sure that information is not being taken out of context and misrepresented.
• Reduced susceptibility to misinformation:
  • By being aware of emotional responses and actively seeking better coverage, the journalist become less vulnerable to manipulative content.
• Development of critical thinking skills:
  • SIFT fosters a habit of healthy skepticism and critical analysis, which are essential for journalists navigating the complex digital landscape.
• More responsible information sharing:
  • By verifying information before sharing it, the spread of misinformation is reduced.

In essence, the SIFT method is yet another form of fact-checking with an emphasis on speed. It provides a rapid fact-checking framework tailored for the digital age, prioritising quick evaluation of sources, content, emotional triggers, and cross-referencing against reliable information. Its value is amplified by the sheer volume and velocity of information being shared via user-generated content, social media, and algorithmic recommendations.

Related articles

Fact-checking and adding context

Beyond basic fact-checking

Lateral reading

Disinformation and misinformation

The post SIFT for fact-checking first appeared on Media Helping Media.

Learning objective

Students will identify and analyse new angles in news stories in order to add context and depth. They will evaluate the implications of these angles on the audience and the broader news narrative.

• Student-facing objective: By the end of this lesson the student will be able to find and explain new angles in news stories that make them more informative and relevant to the audience.
• Standards: A student will understand how to develop a news story in ways that reveal important new angles that add context.

Learning activities

Warm-up

Show students a brief news clip or article headline. Ask them to jot down their initial thoughts on the main angle of the story. Then, prompt them to consider alternative angles by asking: “What other perspectives or impacts could this story have?” Encourage sharing in pairs, then select a few students to share with the class. This primes students to think critically about news angles and prepares them for deeper analysis.

Direct instruction

Introduce the concept of news angles: Begin by explaining the importance of identifying new angles in news stories. Use a real-world example, such as a recent news event. Discuss how different angles can provide varied insights. Highlight how these angles can affect audience perception and understanding.

Analyse a news story: Present a news article with a clear main angle. Break down the article with the class, identifying the primary angle and discussing its implications. Ask students to brainstorm potential alternative angles, considering factors such as audience impact and broader context. Facilitate a discussion on how these angles could change the narrative.

Explore the editorial process: Describe how journalists and editorial teams decide which angles to pursue. Use a hypothetical news meeting scenario where students role-play as editorial staff. Assign roles and have them discuss a breaking news story, debating which angles are most important to investigate further. Guide them to consider audience impact and ethical considerations.

Guided practice

Think, Pair, Share: Guide students through a structured analysis of a news story to identify new angles.

Think: Present a news article with a clear main angle. Ask students to individually identify and jot down potential new angles that could add depth or context to the story.

• Pair: Have students pair up to discuss their identified angles. Encourage them to explain their reasoning and consider their partner’s perspectives.
• Share: Facilitate a class discussion where pairs share their findings. Highlight diverse angles and discuss their potential impact on audience understanding.
• Connect: Encourage students to connect these angles to broader societal issues or trends. Discuss how these connections can enhance the story’s relevance.
• Reflect: Ask students to reflect on how identifying new angles can change the narrative and influence public perception. Encourage them to consider the journalist’s role in shaping these narratives.

Independent practice

• Exercise: Provide students with a news article. Instruct them to independently identify at least three new angles that could add depth or context. Encourage them to consider audience impact and broader societal implications.
• Analysis: Have students write a brief analysis of one identified angle, explaining its potential impact on the audience and how it could alter the narrative.
• Peer review: Pair students to exchange their analyses. Each student should provide constructive feedback on their partner’s identified angles and analysis. Encourage them to suggest additional angles or considerations.

Circulate to observe and support students as needed.

Assignment

Ask students to answer these questions:

• What is one new angle you identified in today’s news story that could add depth or context?
• How might this new angle affect the audience’s understanding of the story?
• What’s one question you still have from today’s lesson?

Here are some suggested answers:

• Suggested answer to Question 1: A new angle could be the economic impact of the event on local businesses.
• Suggested answer to Question 2: This angle might help the audience understand the broader economic implications and how it affects their community.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore complex societal implications of news angles. Assign them to identify and critique the ethical considerations in choosing certain angles over others. Challenge them to propose alternative narratives and justify their choices.
• Striving learners: Simplify tasks by providing structured templates for identifying news angles. Use guided questions to help them focus on the main aspects of a story. Pair them with peers for collaborative analysis to build confidence and understanding. Offer additional examples to illustrate how different angles can change a story’s impact.
• Background reading: This lesson plan is based on the article ‘How to develop important news angles‘ which we recommend you read before adapting this training outline for your own purposes.

Notable definitions

• News angle: A specific perspective or approach to a news story that highlights particular aspects, providing depth and context to the audience.
• Editorial process: The series of discussions and decisions made by journalists and editors to determine which news angles to pursue and how to present them.
• Audience impact: The effect that a news story or angle has on the audience’s understanding, perception, and engagement with the topic.

Required materials

• News articles or clips for analysis
• Notebooks or digital devices for note-taking
• Access to online news sources
• Printed or digital copies of a news article for independent practice
• Peer review guidelines document
• Analysis template document

Lesson summary

• Warm-up
• Direct instruction
• Guided practice
• Independent practice
• Assignment

The free teaching tools at the Khan Academy were used in the production of this lesson plan.

Related articles

How to develop important news angles

Story development techniques

The post Lesson: News Angles first appeared on Media Helping Media.

Learning objective

Students will evaluate the accuracy of information in a news report by identifying factual errors and adding relevant context. They will demonstrate the ability to cross-reference sources and integrate background information to ensure comprehensive reporting.

• Student-facing objective: By the end of this lesson the student will be able to check a news report for mistakes and add important details to make it more complete and accurate.
• Standards: To teach students how to fact-check then add context so that the information produced in a news report is accurate and complete.

Learning activities

Warm-up

Display a short, simple news headline on the board. Ask students to jot down what they know about the topic and any questions they have. After a few minutes, have students share their thoughts with a partner. Then, select a few students to share their ideas with the class. Record key points and questions on the board. This primes students to think critically about information and context, setting the stage for fact-checking and adding context.

Direct instruction

• Introduce fact-checking: Present a brief news article with intentional factual errors. Explain the importance of verifying information. Discuss common sources for fact-checking, such as official reports, expert interviews, and reliable databases. Emphasise cross-referencing multiple sources to confirm accuracy.
• Demonstrate contextualisation: Use the same article. Highlight a fact and discuss its context. Explain how context affects understanding. Provide an example: a statistic about unemployment rates. Discuss how economic conditions, policy changes, and historical trends provide context. Encourage students to think about what additional information might be needed to fully understand the fact.
• Model the process: Walk through a step-by-step process of fact-checking and adding context using a real-world example. Start with identifying a claim in the article. Demonstrate how to verify it using a trusted source. Then show how to add context by integrating background information. Use placeholders for solution steps. Conclude by discussing how these steps lead to a more accurate and comprehensive news report.

Guided practice

Think, Pair, Share: Distribute a short news article with factual errors and missing context.

• Think: Ask students to individually read the article and identify any factual errors or missing context.
• Pair: Have students pair up to discuss their findings. Encourage them to compare notes and discuss any discrepancies.
• Share: Facilitate a class discussion where pairs share their findings. Record key points on the board. Encourage students to explain how they identified errors and what context they believe is missing.
• Cross-reference: Guide students to use reliable sources to verify the facts they identified as errors. Provide access to computers or printed materials.
• Add context: Instruct students to add relevant context to the article based on their research. Encourage them to consider historical, economic, or social factors.

Independent practice

• Provide students with a new short news article containing factual errors and lacking context.
• Instruct students to independently identify and correct factual errors using reliable sources.
• Direct students to add relevant context to the article, considering historical, economic, or social factors.
• Encourage students to reflect on how their corrections and added context improve the article’s accuracy and completeness.

Assignment

Ask students to answer these questions:

1. What is one method you used to verify a fact in today’s lesson?
2. How did adding context change your understanding of the news article?
3. What’s one question you still have from today’s lesson?

Here are some suggested answers:

• Suggested answer to Question 1: Cross-referencing with a reliable database or official report.
• Suggested answer to Question 2: Adding context provided a deeper understanding of the issue by considering historical or economic factors.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore multiple perspectives on a fact. Assign tasks to evaluate the credibility of different sources. Challenge them to identify potential biases in the information and context provided.
• Striving learners: Simplify tasks by providing a checklist for fact-checking steps. Pair them with peers for collaborative work. Offer guided questions to help them identify key facts and context. Use visual aids to illustrate the process of adding context.
• Background reading: We recommend you read the article Fact-checking and adding context before adapting this lesson plan.

Notable definitions

• Fact-checking: The process of verifying the accuracy of information by cross-referencing multiple reliable sources to confirm its truthfulness.
• Contextualisation: Adding background information to a fact or statement to enhance understanding by considering historical, economic, or social factors.
• Cross-referencing: Comparing information from different sources to ensure consistency and accuracy, often used in the process of fact-checking.

Required materials

• Short news articles with intentional factual errors
• Access to computers or printed materials for research
• Whiteboard and markers for recording key points
• Handouts with checklists for fact-checking steps
• Visual aids illustrating the process of adding context

Lesson summary

• Warm-up
• Direct instruction
• Guided practice
• Independent practice
• Assignment

The free teaching tools at the Khan Academy were used in the production of this lesson plan.

Related article

Fact-checking and adding context

The post Lesson: Fact-Checking first appeared on Media Helping Media.