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.

But what is lateral reading? How does it differ from normal reading? How should journalists apply it to their work? And what are the benefits?

Lateral reading existed long before computers and the internet. In the days of notebooks, pens, typewriters, and paper documents, journalists would have access to a stack of reference books sitting on dusty shelves in the newsroom, which they would consult when a story broke.

These would include well-thumbed encyclopaedias, copies of Who’s Who, and various dictionaries, English language style books, and journalism guide books.

There would also be the newspaper’s own archive of previous editions, see our article on keeping records.

If a journalist didn’t have the book they needed they would put their coat on and nip down to the local library to research information. They would also call any of the newspaper’s contacts who were knowledgeable about the issue being covered.

Of course not all stories required lateral reading. A news editor would often throw a journalist a news (press) release about a forthcoming event or other non-contentious news item and order them to “knock out 250 words on that”.

The journalists might put a call in to any contact mentioned in the news release, but often they would do as they were told and rework the content to keep the news editor happy. After all, they were merely looking for material to fill vacant space on a page. That is not lateral reading.

However, if a news editor wanted a topic to be investigated then the journalist would have to do their research. The order from the news editor would probably be along the lines of “have a dig around this and see what you come up with”. At that point lateral reading kicked in.

Now, in the age of computers and the internet, lateral reading is understood to mean navigating a wide variety of online information simultaneously in order to check-facts and learn more about a topic.

It involves opening multiple tabs in your web browser to investigate the credibility of a source, rather than just reading the information on a single page (which is called “vertical reading”).

When you read ‘vertically’, you stay on the same webpage and assess its credibility based on what you can see. This can be misleading, as biased or unreliable sources often present themselves as trustworthy.

How to apply lateral reading

There are many organisations that have developed courses where journalists can learn about how to apply lateral reading such as Civic Online Reasoning (COR), the News Literacy Project and the Association of College & Research Libraries (ACRL).

But you don’t need to attend a course in order to start applying lateral reading effectively when working online. Try these steps:

1. Open multiple tabs
   • When coming across a claim, an article, or a source, open multiple tabs to:
     • Investigate the website or organisation publishing the information.
     • Research the author or source of the claim.
     • Find other reliable sources covering the same topic.
2. Investigate the source
   • Before trusting information, research the source’s credibility:
     • Search for the organisation on Wikipedia or in news articles.
     • Check their “About” page for affiliations and biases.
     • Look for past credibility issues (fact-checking sites might flag it).
3. Cross-check information
   • Find other reliable sources reporting on the same issue:
     • Use fact-checking websites such as Snopes, PolitiFact, or Reuters Fact Check.
     • Look for government reports, academic sources, or expert commentary.
     • Be cautious if only partisan or obscure sites are reporting a claim.
4. Manipulative framing
   • Compare how different outlets report the same facts:
     • Look at how different sources describe the same event.
     • Consider whether images, headlines, or quotes are used selectively.
     • Be aware of emotionally charged language designed to sway opinion.
5. Social media and user-generated content
   • To fact-check viral claims:
     • Reverse search images to check their origin, using tools such as Google Images and TinEye.
     • Look for verification badges on social media accounts.
     • Check timestamps – an old photo might be falsely used for a current event.

Conclusion

Lateral reading is a skill journalists need to develop in order to help them in their research, fact-checking, and context-building. This in turn helps them maintain their commitment to accuracy and credibility. In an era where misinformation and disinformation can easily mislead audiences, lateral reading remains a powerful tool in the pursuit of truth and responsible reporting.

Related articles

Fact-checking and adding context

Beyond basic fact-checking

News sources and the ‘so what’ factor

The post Lateral reading first appeared on Media Helping Media.

It’s designed to be adapted by college and university lecturers to address local teaching requirements.

The module equips journalism students with the critical skills necessary to navigate the complex information landscape, focusing on fact-checking, identifying misinformation and disinformation, and understanding the ethical implications of reporting in the digital age.

Students will learn to verify sources, analyse data, recognise algorithmic bias, and apply systems thinking to build robust fact-checking processes.

The six-week module provides a structured approach to learning the intricacies of fact-checking and combating information disorder.

Course timetable:

• Week 1: Foundations of fact-checking and accuracy
• Week 2: Source verification and attribution
• Week 3: Identifying and addressing information disorder
• Week 4: Navigating algorithmic and AI-driven information
• Week 5: Ethical considerations and bias in journalism
• Week 6: Building robust fact-checking systems

Module outline:

• Week 1: Foundations of fact-checking and accuracy
  • Topics:
    • Introduction to information disorder: defining misinformation, disinformation, and malinformation.
    • The importance of accuracy and clarity in journalism.
    • Core fact-checking principles and methodologies.
  • Resources:
    • Accuracy in journalism:
      • This resource highlights the fundamental importance of accuracy in journalism and the consequences of inaccuracy. It is crucial for setting the base for the course, as it explains the core value of truthful reporting.
    • Lesson – Accuracy in journalism:
      • This lesson is designed to help journalism students learn how to gather, assemble, and publish information that has been thoroughly checked to ensure it is factual and accurate.
    • Clarity is as important as accuracy:
      • This resource emphasises that clear communication is essential for effective journalism. It explains that accuracy alone is not enough, and that journalists must present information in a way that is unambiguous and easily understood by their audience.
    • Lesson – Clarity in journalism:
      • This lesson is designed to help students understand the importance of clarity in their writing so that they produce news articles that the reader can understand.
    • Fact-checking and adding context:
      • This resource introduces the basic principles of fact-checking and the importance of providing context to information. It sets the stage for the practical skills students will develop throughout the module.
    • Lesson – Fact-checking and adding context:
      • • This lesson provides practical examples to help reinforce the principles of fact-checking and adding context.
    • Practical exercises: basic fact-checking techniques, identifying common errors.
• Week 2: Source verification and attribution
  • Topics:
    • Evaluating source credibility and reliability.
    • Proper referencing, attribution, and avoiding plagiarism.
    • Working with numerical data and statistics.
  • Resources:
    • Referencing, attribution and plagiarism:
      • This resource outlines the importance of proper attribution and the ethical implications of plagiarism. It explains how to correctly reference sources and avoid plagiarism.
    • Lesson – Avoiding plagiarism:
      • This lesson provides practical guidance and examples about how to avoid plagiarism in journalistic work.
    • News sources, numbers and the ‘so what factor’:
      • This resource teaches students how to critically evaluate news sources and interpret numerical data. It emphasises the importance of understanding the “so what” factor, or the significance of the information being presented.
    • Practical exercises: source evaluation, data analysis, attribution exercises.
• Week 3: Identifying and addressing information disorder
  • Topics:
    • Understanding the forms of information disorder: misinformation, disinformation, and malinformation.
    • Identifying fake news and deceptive content.
    • Recognising false equivalence and false balance.
  • Resources:
    • Information disorder: How to recognise the forms:
      • This resource provides a comprehensive overview of the different forms of information disorder. It helps students understand the nuances of misinformation, disinformation, and malinformation.
    • Information disorder: The essential glossary:
      • This resource provides definitions of key terms related to information disorder.
    • Information disorder: Mapping the landscape:
      • This resource gives a visual representation of how information disorder spreads.
    • Fake news and trust chains:
      • This resource explores the concept of trust chains and how they can be used by journalists to combat the spread of fake news. It gives insight into how fake news spreads.
    • Lesson – Fake news and trust chains:
      • This lesson reinforces the theory of trust chains with practical examples.
    • How to identify and deal with fake news:
      • This resource provides practical strategies for identifying and dealing with fake news.
    • Dealing with disinformation and misinformation:
      • This resource explores the specific challenges of dealing with disinformation and misinformation.
    • False equivalence and false balance:
      • This resource explains the concepts of false equivalence and false balance and how they can mislead audiences. It helps students understand how to avoid these pitfalls in their reporting.
    • Lesson – False equivalence and false balance:
      • This lesson gives practical examples of false equivalence and false balance.
    • Practical exercises: fake news detection, identifying manipulative techniques.
• Week 4: Navigating algorithmic and AI-driven information
  • Topic:
    • Understanding algorithmic bias and its impact on news.
    • Detecting AI-generated images and content.
    • Exploring the role of AI in journalism.
  • Resources:
    • Dealing with algorithmic bias in news:
      • This resource examines the issue of algorithmic bias and its impact on news reporting. It helps students understand how algorithms can perpetuate biases and how to mitigate these biases.
    • Lesson – Algorithmic bias: This lesson gives practical examples of algorithmic bias.
    • Artificial intelligence assesses its role in journalism:
      • This resource sees how AI views its role in the future of journalism. It also explores the evolving role of artificial intelligence in the media.
    • How to detect AI-generated images:
      • This resource provides techniques for identifying AI-generated images.
    • Practical exercises: analysing algorithmic bias, identifying AI-generated content.
• Week 5: Ethical considerations and bias in journalism
  • Topics:
    • Editorial ethics, impartiality, and integrity.
    • Respecting privacy and avoiding unconscious bias.
    • Confronting editorial bias in election coverage.
  • Resources:
    • Why editorial ethics are important:
      • This resource explains the importance of editorial ethics in maintaining journalistic integrity.
    • Lesson – Editorial ethics:
      • This lesson is designed to help journalists understand the need to apply editorial ethics to their newsgathering and news production.
    • Is your journalism ethical? Take the test:
      • This resource provides an interactive test to assess ethical awareness.
    • Lesson – Unconscious bias and its impact on journalism:
      • This lesson is is designed to help students recognise their own unconscious bias and find ways to avoid bias in their journalism.
    • Impartiality in journalism:
      • This resource discusses the principle of impartiality in journalism and what it means to be impartial in newsgathering and news production as well as in tone and language.
    • Lesson – Impartiality in journalism:
      • This lesson reinforces the theory of impartiality with practical examples.
    • Respecting privacy as a journalist:
      • This resource outlines the ethical considerations related to respecting privacy in journalistic reporting.
    • Integrity and journalism:
      • This resource discusses what integrity in terms of journalistic behaviour, news focus and production.
    • Lesson – Integrity in journalism:
      • This lesson reinforces the theory of integrity with practical examples.
    • Confronting editorial bias in election coverage:
      • This resource explores the challenges of editorial bias in election coverage and how that can play into the spread of fake news and disinformation.
    • Practical exercises: ethical decision-making scenarios, bias identification.
• Week 6: Building robust fact-checking systems
  • Topic:
    • Creating a strong fact-checking system within news organisations.
    • Systems thinking for journalists.
  • Resources:
    • Creating a strong fact-checking system:
      • This resource looks at a case-study where a methodological approach to fact-checking using digital tools, techniques, and resources used by fact-checkers in Nepal.
    • Systems thinking for journalists:
      • This resource introduces the concept of using systems thinking as part of the fact-checking process. Covering news is not just about reporting on unexpected and pre-planned events, it’s also about investigating beyond what is happening to find out why it has happened. And that is where ‘systems thinking’ comes in.
      • Beyond basic fact-checking:
        • This resource looks a more complex, evidence-based processes which go beyond simple verification, demanding critical thinking, contextual analysis, and ethical awareness.
      • Practical exercises: developing fact-checking protocols, election coverage simulations.

Fact-Checking Tools:

• Snopes: https://www.snopes.com/ – Snopes is a long-standing website that fact-checks urban legends, rumours, and news stories, providing detailed analyses and source verification.
• PolitiFact: https://www.politifact.com/ – PolitiFact specialises in fact-checking claims made by politicians and public figures, rating the accuracy of their statements on a “Truth-O-Meter.”
• FactCheck.org: https://www.factcheck.org/ – FactCheck.org is a nonpartisan fact-checking website that focuses on U.S. political issues, providing in-depth analyses of political claims.
• Google Reverse Image Search: https://images.google.com/ – Google Reverse Image Search allows users to upload an image and find where else it appears online, helping to verify its origin and context.
• TinEye Reverse Image Search: https://tineye.com/ – TinEye Reverse Image Search is another powerful tool that helps trace the origins of images by finding other instances of them on the web.
• CrowdTangle: https://www.crowdtangle.com/ – CrowdTangle is a social listening tool that tracks how content spreads across social media platforms, providing insights into its reach and engagement.

Reputable Fact-Checking Organisations:

• International Fact-Checking Network (IFCN): https://ifcn.org/ – A global network of fact-checking organisations.
• Associated Press (AP) Fact Check: https://apnews.com/ap-fact-check – Fact checks current news.
• Reuters Fact Check: https://www.reuters.com/fact-check/ – Fact checks current news.

Summary

This six-week module equips journalism students with essential skills to combat misinformation and disinformation. It covers core fact-checking principles, source verification, identifying information disorder, understanding algorithmic and AI biases, ethical considerations, and building robust fact-checking systems. Students learn to critically evaluate information, use fact-checking tools, and apply systems thinking to maintain journalistic integrity. The module emphasises the importance of accuracy, clarity, and ethical reporting in the digital age, preparing students to be reliable and responsible journalists.

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

We recommend that trainers read two articles on this site before adapting this lesson outline for their own purposes. Those articles are ‘Fact-checking and adding context‘ and ‘Beyond the basics of fact-checking‘.

Learning objective

Students will critically evaluate information by applying advanced fact-checking techniques to identify misinformation and disinformation. They will analyse claims using contextual analysis, evidence-based reasoning, and ethical awareness.

• Student-facing objective: By the end of this lesson, I’ll be able to use advanced fact-checking skills to spot and analyse misinformation and disinformation.
• Standards: Students will learn how to build on their fact-checking skills in order to create a rigorous system for combating misinformation and disinformation and all forms of fake news.

Learning activities

Warm-up

Display a series of brief statements related to current events or common knowledge. Ask students to decide if each statement is true or false. Encourage them to consider the source, context, and potential biases. After each statement, prompt students to share their reasoning and discuss different perspectives. This will activate their critical thinking and prepare them for deeper fact-checking analysis.

Direct instruction

Conceptual understanding: Introduce the concept of misinformation and disinformation. Use real examples, such as a recent viral social media post, to illustrate the difference. Discuss the motivations behind spreading false information. Ask students to identify potential impacts on society. Facilitate a brief discussion on the importance of critical thinking in evaluating information.

• Procedural skills and fluency: Demonstrate the fact-checking process using a step-by-step approach. Select a claim from a reputable news source. Walk through the steps:
• Selection and prioritisation: Explain why this claim is significant.
• Research and verification: Show how to use tools like reverse image search and keyword search.
• Analysis and interpretation: Evaluate the credibility of sources and evidence.
• Publication and dissemination: Discuss how to present findings clearly.
• Application: Present a scenario where students must apply their fact-checking skills. Use a hypothetical news article with embedded claims. Instruct students to work in pairs to:
  • Identify claims to fact-check.
  • Use research tools to verify information.
  • Analyse the context and potential biases.
  • Prepare a brief report on their findings.
  • Encourage students to consider ethical implications and the importance of transparency in their reports.

Guided practice

Think, Pair, Share: Guide students through a structured activity to reinforce fact-checking skills.

• Think: Present a new claim related to a current event. Ask students to individually analyse the claim, considering source credibility, context, and potential biases.
• Pair: Have students pair up to discuss their analyses. Encourage them to compare their findings and reasoning.
• Share: Facilitate a class discussion where pairs share their insights. Highlight diverse perspectives and correct any misconceptions. Use this opportunity to reinforce ethical considerations and transparency in fact-checking.
• Clarify: Address any questions or uncertainties that arise during the discussion. Provide additional examples or resources if needed.
• Reflect: Ask students to reflect on how their understanding of fact-checking has evolved. Encourage them to consider how they can apply these skills in real-world scenarios.

Independent practice

Assign students an exercise where they independently fact-check a short article containing multiple claims. Provide a placeholder for the article link. Instruct students to:

• Select one claim to verify.
• Use online tools to research and gather evidence.
• Analyse the context and identify any biases.
• Document their process and findings in a concise report.
• Encourage students to reflect on the ethical implications of their findings and the importance of transparency.

Assignment

Ask students these questions:

1. How does contextual analysis enhance the fact-checking process?
2. Why is ethical awareness important in fact-checking?
3. What’s one question you still have from today’s lesson?

Suggested answers:

• Suggested answer to Question 1: Contextual analysis helps identify the source, audience, and motivations, providing a deeper understanding of the claim.
• Suggested answer to Question 2: Ethical awareness ensures fairness, transparency, and consideration of the impact on individuals and society.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper exploration by having students fact-check more complex claims involving nuanced language or ambiguous evidence. Suggest they explore the ethical implications of fact-checking in different cultural contexts. Challenge them to create a presentation on the future of fact-checking, incorporating emerging technologies.
• Striving learners: Simplify tasks by providing structured templates for the fact-checking process. Use more straightforward claims for analysis. Pair them with peers for collaborative work to build confidence. Offer additional examples and guided practice to reinforce understanding.
• Recommended reading: As mentioned earlier we recommend that trainers read two articles on this site before adapting this lesson outline for their own purposes. Those articles are ‘Fact-checking and adding context‘ and ‘Beyond the basics of fact-checking‘.

Notable definitions

• Misinformation: False or misleading information spread without harmful intent. It often arises from misunderstanding or lack of knowledge.
• Disinformation: Deliberately false information spread with the intent to deceive or mislead. It is often used to manipulate public opinion or obscure the truth.
• Contextual analysis: The process of examining the circumstances surrounding a claim, including the source, audience, and potential motivations, to better understand its validity and implications.

Required materials

• Computers or tablets with internet access
• Access to fact-checking tools (e.g., reverse image search, keyword search)
• Printed or digital copies of a hypothetical news article for analysis
• Notebooks or digital devices for note-taking and report writing
• Projector or screen for displaying statements and examples

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

Fact-checking and adding context

Beyond basic fact-checking

The post Lesson: Beyond basic fact-checking first appeared on Media Helping Media.

The aim is to combat misinformation and promote informed decision-making.

This site already has a piece about the basics of fact-checking and adding context, this article is a combination of two former articles on the site which looked at fact-checking in more depth.

Why fact-checking matters

We live in a time where trust in information is constantly tested. Misinformation (false but unintentional) and disinformation (deliberately misleading content) make it harder to make informed decisions. Fortunately, fact-checking tools are more accessible than ever, but they have limits. Not every claim can be verified. Opinions, predictions, and intent fall outside its scope. The challenge is that anyone can share information, blurring the line between credible news and baseless claims.

The fact-checker’s mindset

A fact-checker’s mindset means thinking critically about information by:

• Being skeptical and curious: Questioning claims instead of accepting them at face value.
• Understanding context: Looking at the source, audience, and possible motivations behind the information.
• Relying on evidence: Using credible sources and avoiding personal biases.
• Acting ethically: Being fair and transparent about how information is verified.
• Working together: Fact-checking is more effective when done collaboratively.

How fact-checking works

1. Choosing what to fact-check
   • Prioritise claims that could have real-world impact.
   • Pay attention to statements from public figures and viral content.
   • Distinguish between deliberate lies and honest mistakes.
2. Keeping records
   1. Save original sources to prevent claims from disappearing.
   2. Document the verification process for transparency.
3. Research & verification
   • Use keyword searches, reverse image searches, and expert opinions.
   • Check geolocation and video analysis tools for visual claims.
   • Rely on reputable sources such as established news organisations, universities, and government agencies.
   • Be aware of the complexities of video verification and proper interviewing techniques.
4. Analysing information
   • Assess the credibility of sources and strength of evidence.
   • Recognise how language can be used to mislead.
   • Accept that some claims have grey areas and can’t always be definitively fact-checked.
   • Understand the differences between misinformation, disinformation, and malinformation.
5. Publishing & sharing findings
   • Present findings in a clear and accessible way.
   • Provide context to help readers understand why the fact-check matters.
   • Be transparent about the process and sources used.
   • Follow clear correction policies.
   • Know the difference between pre-publication and post-publication fact-checking.

The challenges of fact-checking

• Speed of misinformation: False information spreads quickly, making it hard to keep up.
• Complexity of truth: Some claims require deep analysis and careful wording.
• Fact-checking misuse: It can be weaponised to silence opinions or push agendas.
• Mental health impact: Fact-checkers often face exposure to disturbing content.
• Digital security risks: Online harassment and cyber threats are real concerns.
• Bias awareness: Fact-checkers must recognise and counteract their own biases.

Ethical guidelines for fact-checkers

• Be transparent: Explain how fact-checks are conducted and what sources are used.
• Stay impartial: Avoid personal biases and strive for objectivity.
• Be accurate: Verify everything before publishing.
• Take responsibility: Admit and correct mistakes when needed.
• Prioritise safety: Protect personal security and mental well-being.

The future of fact-checking

Fact-checking is always evolving, adapting to new technologies and challenges. It requires teamwork from journalists, researchers, educators, and the audience. By strengthening media literacy and critical thinking, we can all play a role in ensuring society is better informed.

Questions

1. What is the primary aim of fact-checking?
2. How does the text define the process of fact-checking beyond simple verification?
3. Why is cultivating a “fact-checker’s mindset” important in today’s information landscape?
4. List three components of a “fact-checker’s mindset”.
5. Explain the significance of archiving and documentation in the fact-checking process.
6. What are some of the research methods used in fact-checking?
7. How does the text differentiate between misinformation, disinformation, and malinformation?
8. Discuss the challenges fact-checkers face in keeping up with the speed of disinformation.
9. What ethical considerations should fact-checkers keep in mind during their work?
10. How does the text suggest fact-checking can contribute to a more informed and resilient society?

Answers

1. The primary aim of fact-checking is to combat misinformation and promote informed decision-making.
2. Fact-checking is described as a rigorous process of evaluating claims against verifiable evidence, contextualising information, and understanding the motivations behind its dissemination.
3. Cultivating a “fact-checker’s mindset” is important because it helps individuals discern truth from falsehood in an era where trust is constantly challenged by misinformation and disinformation.
4. Three components of a “fact-checker’s mindset” are skepticism and curiosity, contextual analysis, and evidence-based reasoning.
5. Archiving and documentation are significant because they preserve the original source material and ensure transparency, allowing for the replication of the fact-checking process.
6. Some research methods used in fact-checking include keyword searches, reverse image searches, expert consultations, and the use of open-source tools for geolocation and video analysis.
7. Misinformation is false information spread without harmful intent, disinformation is false information spread with the intent to deceive, and malinformation is true information used maliciously.
8. Fact-checkers face challenges in keeping up with the speed of disinformation because false information spreads rapidly, often outpacing the ability to verify and correct it.
9. Ethical considerations for fact-checkers include transparency, impartiality, accuracy, accountability, and safety.
10. The text suggests that fact-checking can contribute to a more informed and resilient society by fostering media literacy and critical thinking skills, empowering individuals to become discerning consumers of information.

Lesson plan for trainers

If you are a trainer of journalists we have a free lesson plan: ‘Beyond basic fact-checking‘ which you are welcome to download and adapt for your own purposes.

The post Beyond basic fact-checking first appeared on Media Helping Media.

It’s based on the article ‘Fake news and trust chains‘ which we recommend trainers read before adapting this material for your own purposes.

Learning objective

Students will identify and categorise different types of fake news, including errors, satire, misinformation, and disinformation. They will also apply strategies to verify information and build trust chains in journalistic practice.

• Student-facing objective: By the end of this lesson the student will be able to spot different kinds of fake news and use techniques to check facts and build trust in their reporting.
• Standards: This lesson plan aims to help journalists recognise the types of fake news and how to deal with them.

Learning activities

Warm-up

Present students with four brief news headlines. Ask, “Which one doesn’t belong?” Ensure each headline is distinct in its nature: one could be an error, another satire, a third misinformation, and the last disinformation. Allow students a few minutes to think and then discuss with a partner. Prompt them to explain their reasoning for identifying the outlier. Conclude by highlighting the differences between the types of fake news, setting the stage for deeper exploration in the lesson.

Direct instruction

Conceptual understanding: Begin with a brief lecture on the evolution of “fake news.” Explain the distinction between fabricated stories and the dismissal of legitimate news. Use historical examples, such as propaganda in wartime, to illustrate how misinformation has been used. Highlight the recent rise of “fake news” as a tool to undermine credible sources.

Procedural skills and fluency: Introduce the types of fake news: errors, satire, misinformation, and disinformation. Provide real-world examples for each type. For instance, show a satirical article from a known humor site and a misinformation piece that selectively quotes facts. Discuss the motivations behind each type and how they can impact public perception.

Application: Explain the concept of a “trust chain” in journalism. Break down the steps: self-awareness, transparent reporting, critical evaluation, source verification, fact vs. opinion, reliable sources, cross-verification, internet caution, and diverse perspectives. Use a current news story and walk through the process of verifying its credibility, demonstrating each step of the trust chain.

Guided practice

Think, Pair, Share: Distribute a set of news articles to each student, ensuring a mix of errors, satire, misinformation, and disinformation.

• Think: Ask students to individually read and identify the type of fake news in each article, noting their reasoning.
• Pair: Have students pair up to discuss their findings, encouraging them to challenge each other’s classifications and reasoning.
• Share: Facilitate a class discussion where pairs share their insights. Encourage students to explain their thought process and how they applied the trust chain principles.
• Reflect: Conclude with a reflection on how these skills can be applied in real-world journalism to maintain credibility and trust.

Independent practice

• Assign students an exercise to identify and categorise types of fake news from a curated list of articles. Include a mix of errors, satire, misinformation, and disinformation.
• Instruct students to apply the trust chain principles to verify the credibility of each article. Encourage them to document their process and findings.
• Circulate to observe and support students, ensuring they understand how to differentiate between types of fake news and apply verification strategies effectively.

Assignment

Ask these questions:

1. How can you differentiate between misinformation and disinformation?
2. What is one step in the “trust chain” that you find most crucial, and why?
3. What’s one question you still have from today’s lesson?

Suggested answers:

• Suggested answer to Question 1: Misinformation involves unintentional inaccuracies, while disinformation is deliberately deceptive.
• Suggested answer to Question 2: Source verification is crucial because it ensures the information’s origin is reliable.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having students explore the motivations behind fake news. Assign a research task on the historical use of misinformation in different cultures or political contexts. Challenge them to create a presentation on how these tactics have evolved with technology.
• Striving learners: Simplify the lesson by focusing on fewer types of fake news. Use clear, relatable examples. Provide graphic organisers to help them categorise and differentiate between types. Offer additional support during the “trust chain” activity by guiding them through each step with structured prompts.
• Background reading: This lesson plan is based on the article ‘Fake news and trust chains‘ which we recommend trainers read before adapting this material for your own purposes.

Notable definitions

• Fake news: Fabricated stories presented as truth, or the dismissal of legitimate news as false to discredit unfavourable reporting.
• Misinformation: The spread of false or misleading information without malicious intent, often due to errors or misunderstandings.
• Disinformation: Deliberate creation and dissemination of false information with the intent to deceive and manipulate public perception.

Required materials

• News articles (mix of errors, satire, misinformation, disinformation)
• Printed copies of a curated list of articles for independent practice
• Access to computers or tablets for online research and verification
• Projector for displaying headlines and examples
• Whiteboard and markers for class discussion and notes

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

Fake news and trust chains

The post Lesson: Fake News 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.

Learning objective

Students will evaluate news reports for accuracy by identifying factual errors and verifying sources. They will also apply techniques to ensure transparency and reliability in their own reporting.

• Student-facing objective: By the end of this lesson students will be able to spot mistakes in news stories, check facts, and make sure their own reports are clear and trustworthy.
• Standards: Helping journalists to produce accurate news reports.

Learning activities

Warm-up

Notice and wonder: Display a short, factual news headline and a brief social media post about the same event. Ask students, “What do you notice? What do you think?” Give them a few minutes to discuss with a partner. Then have several students share their observations and questions. Record these for all to see. Guide the conversation towards noticing differences in detail, tone, and source reliability, setting the stage for evaluating news accuracy.

Direct instruction

• Conceptual understanding: Begin with a discussion on the importance of accuracy in journalism. Present a real-world example of a news story that was later corrected due to inaccuracies. Ask students to identify the potential consequences of the initial errors. Highlight the role of accuracy in maintaining public trust and the ethical responsibilities of journalists.
• Procedural skills and fluency: Introduce the process of fact-checking. Provide a step-by-step guide on how journalists verify information, including:
  • Identifying and using first-hand sources.
  • Double-checking facts and figures.
  • Validating information with multiple independent sources.
  • Attributing information to credible sources when verification is incomplete.
  • Keeping notes as a record of your fact-checking, in case this is later challenged.
  • Hypothetical example

Use a hypothetical news story then walk through the fact-checking process, pausing to allow students to suggest verification methods.

Application: Present a brief, fictional news report containing deliberate inaccuracies. Divide students into small groups and task them with identifying errors and suggesting corrections. Encourage them to apply the fact-checking techniques discussed. Afterward, facilitate a class discussion to review findings and reinforce the importance of accuracy and transparency in journalism.

Guided practice

Think, Pair, Share: Distribute a short news article with potential inaccuracies.

• Think: Individually, students read the article and note any factual errors or unclear information.
• Pair: Students pair up to discuss their findings, focusing on discrepancies and potential corrections.
• Share: Pairs share their insights with the class. Facilitate a discussion on the importance of verifying facts and the impact of inaccuracies.
• Clarify: As a class, clarify any misunderstandings and correct the article collectively.
• Reflect: Conclude with a reflection on how this exercise enhances their ability to produce accurate news reports.

Independent practice

• Provide students with a set of brief news excerpts, each containing potential inaccuracies or unverified claims.
• Instruct students to work individually to identify and correct these inaccuracies using fact-checking techniques.
• Encourage students to document their process, noting sources used for verification and any challenges faced.
• Direct students to practice a related exercise by placing placeholders where they should link to said exercise.
• Circulate throughout the class to observe students as they work and provide support as needed.

Assignment

Ask students to answer these questions:

1. What is one technique you learned today for verifying the accuracy of a news report
2. Why is it important for journalists to attribute information to credible sources?
3. What’s one question you still have from today’s lesson?

Here are some suggested answers:

• Suggested answer to Question 1: Double-checking facts with multiple independent sources.
• Suggested answer to Question 2: It ensures transparency and helps maintain public trust in the news report.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by asking them to evaluate the impact of inaccuracies on public perception and trust. Assign a research task to explore historical cases where journalistic errors had significant consequences. Challenge them to propose strategies for improving accuracy in journalism.
• Striving learners: Simplify tasks by providing a checklist for fact-checking steps. Pair them with peers for collaborative work to build confidence. Use visual aids to illustrate the fact-checking process. Offer additional practice with guided examples to reinforce understanding.
• Background reading: This lesson plan is based on the article ‘Accuracy in journalism‘ which is published on Media Helping Media. We suggest you read the article before adapting the lesson outline for your own purposes.

Notable definitions

• Accuracy: The quality of being correct and precise. In journalism, it refers to the careful verification of facts and information before publication to ensure truthfulness and reliability.
• Fact-checking: The process of verifying information in a news report to confirm its truthfulness and accurate. This involves cross-referencing with reliable sources and evidence.
• Attribution: The act of crediting a source for information used in a news report. It is essential for transparency and helps maintain the credibility of the report.

Required materials

• Notebooks for note-taking and recording observations.
• Printed copies of news articles and excerpts for analysis.
• Access to computers or tablets for online fact-checking.
• Highlighters for marking potential inaccuracies in texts.
• Whiteboard and markers for class discussions and recording observations.
• Projector for displaying news headlines and social media posts.

Lesson summary

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

The free teaching tools at the Khan Academy were used as a basis for converting the original article into a lesson plan.

Related article

Accuracy in journalism

The post Lesson: Accuracy In Journalism first appeared on Media Helping Media.

How can journalists identifying fake photographs with so many dramatic images being shared at speed on social media.

Fact-checking journalist Deepak Adhikari, the editor of Nepal Check, has shared a piece he wrote about the spread of AI-generated image following an earthquake in Nepal in November 2023.

The article, below, explains how his organisation and others set about identifying the fake photographs.

Deepak hopes the methods he and his team used will be of use to other journalists trying to combat the spread of fake images on social media and in other news output.

How to detect AI-generated images

Following the devastating earthquake that struck Jajarkot district in Karnali Province in early November 2023, social media users shared AI-generated images claiming to show the devastation caused.

One photograph showed dozens of houses ruined by the earthquake with people and rescuers walking through the debris. The photo was initially shared by Meme Nepal. It was subsequently used by celebrities, politicians and humanitarian organisations keen to draw attention to the disaster in one of Nepal’s poorest regions.

The image was used by Anil Keshary Shah, a former CEO of Nabil Bank and Rabindra Mishra, a senior vice president of National Democratic Party. (See archived version here and here)

When Nepal Check contacted Meme Nepal in an attempt to find the original source of the photo, they replied that they had found the image on social media.

A month on, the AI-generated images supposedly showing the aftermath of the earthquake continued. On December 14, 2023, Arjun Parajuli, a Nepali poet and founder of Pathshala Nepal, posted a photo claiming to show students studying in the ruins of the earthquake at Jajarkot. Parajuli. The poet attached the photo to a poem, had reshared the image from Manish Khadka, who identifies himself as a journalist based in Musikot of Rukum district.

Both these viral and poignant images were fake. They were generated using text-to-image generator platforms such as Midjourney, DALLE.

In the digital age it’s easy to manipulate images. With the rise of AI-enabled platforms it’s possible to generate images online quickly and convincingly. AI-generated images have evolved from amusingly odd to realistic. This has created further challenges for fact-checkers who are already inundated with misleading or false information circulating on social media platforms.

Fact-checkers often rely on Google’s Reverse Image Search, a tried and tested tool used to detect an image’s veracity. But Google and other search engines only show photos that have been previously published online.

So, how can one ascertain if an image is AI-generated? Currently, there is no tool that can determine this with 100% accuracy.

For example, Nepal Check used Illuminarty.ai and isitai.com to check the earthquake images to try to find out if they were generated using AI tools. After uploading an image to the platforms a percentage of how likely the image is to be generated by AI is shown.

Nepal Check contacted Kalim Ahmed, a former fact-checker at AltNews. He made the following observations about the image claiming to show devastation of the earthquake in Jajarkot.

• If you zoom in and take a closer look at the people they appear deformed and like toys.
  The rocks/debris just at the centre look like they’re straight out of a video game made in the late 90s or early 2000s.
• In the absence of a foolproof way to determine whether a photo is AI-generated, using observational skills and finding visual clues is the best way to tackle them.

A healthy dose of skepticism about what you see online (seeing is no longer believing), a search for the source of the content, whether there’s any evidence attached to the claim, and looking for context are powerful ways to separate fact from fiction online.

In a webinar in August this year organised by News Literacy Project, Dan Evon urged users to keep asking questions (is it authentic?). With the AI-images, their surfaces seem unusually smooth, which can be a giveaway, according to him. “Everything looks a little off,” he said.

Dan suggests looking for visual clues, adding that it was crucial to find out the provenance of the image. Experts caution that the virality of content on social media often stems from its ability to generate outrage or controversy, highlighting the need for careful consideration when encountering emotionally charged material.

In her comprehensive guide on detecting AI-generated images, Tamoa Calzadilla, a fellow at the Reynolds Journalism Institute in the US, encourages users to pay attention to hashtags that may indicate the use of AI in generating the content.

While AI has made significant progress in generating realistic images, it still faces challenges in accurately replicating human organs, such as eyes and hands. “That’s why it’s important to examine them closely: Do they have five fingers? Are all the contours clear? If they’re holding an object, are they doing so in a normal way?”, Tamoa writes in the guide.

Experts recommend that news media disclose information to readers and viewers regarding AI-generated images. Social media users are also advised to share the process publicly to mitigate the spread of misinformation.

Although the images purporting to depict the earthquake in Jajarkot lack a close-up view of the subjects, upon closer examination it becomes evident that they resemble drawings rather than real humans. Nepal Check also conducted a comparison between the viral AI-generated images and those disseminated by news media. We couldn’t find any such images that had been published on mainstream media in the aftermath of the earthquake.

The post How to detect AI-generated images first appeared on Media Helping Media.

It’s the job of the journalist to try to find and present the truth, but fact-checking isn’t easy. It requires a methodological approach to verification.

Many find it difficult to distinguish between credible and misleading content in today’s digital age. With the rise of social media, false and misleading information has become more prevalent, making it even more difficult for people to tell the difference between fact and fiction.

Because many media outlets are profit-driven, sensationalist and clickbait content frequently takes precedence over fact-based journalism. As a result, trust in journalism as a whole has declined, while, at the same time, skepticism about the reliability of information published and shared has grown.

The preference of social media platforms for engagement and amplification has contributed to the information disorder. Indeed, credible and evidence-based information is in short supply, while false and misleading content continues to spread on social media.

Because of this it is critical to have a strong fact-checking system in place to combat the spread of false and misleading information.

A fact-checker must be skilled at digital investigation and willing to go the extra mile to uncover a kernel of truth. To assess the veracity of information accurately, fact-checkers must be trained in and have access to digital tools, techniques, and resources.

Fact-checking in action

At Nepal Check, we use both human intelligence and digital tools to verify information spreading online. Over the past six months, we have fact-checked a wide range of false claims, from political statements to health misinformation.

On the eve of the November 20 2022 elections in Nepal, we fact-checked screenshots purported to be from a secret circular issued by the ruling Nepali Congress urging its supporters not to vote for Maoist candidates.

Not only was the so-called “secret circular” made up. Election misinformation spreaders created screenshots of ‘news’ that claimed to have been published by reputable digital outlets and a newspaper in Nepal.

We dug deep into the misinformation spreaders to find out what party they were affiliated with. We found that the majority were affiliated with an opposition party that competed with the ruling alliance.

One of the fake news reports had a reporter’s byline. The claim was refuted by the reporter himself. In the fact-check, Nepal Check cited him. We also cited news outlets that claimed the screenshots were fake. In addition to relying on their statement, we checked the claims on news websites.

Finally, our investigation revealed that the Nepali Congress party’s Central Working Committee had not met in nearly three months when the meeting was claimed. We also used the occasion to explain how morphed screenshots are created. In doing so, we hoped to raise awareness about the technique so that people would think twice before spreading false information.

We fact-checked videos with false claims that Gagan Thapa, the general secretary of the Nepali Congress, promised freebies if elected prime minister. Thapa is a popular politician and is often the target of misinformation. The video claiming Thapa promised free smartphones, free petrol and a monthly stipend for the elderly had circulated on social media for several months.

To debunk the claim, we needed to find the original, full version of the video. So we started by looking up the video on YouTube. We discovered a video of the political function, but it lacked the section where Thapa was quoted. However, the video provided an important clue that a fact-checker can use to conduct additional research. It displayed the event’s date and location.

With this vital information, we were able to locate the event organizer’s Facebook page. A further Google search led us to the full version of the video, which had been published by a local television station. We found that Thapa’s statement had been taken out of context in order to spread misinformation.

Thapa had argued that while populist programs receive widespread support, they are difficult to fund. To disseminate misinformation, the video, which was more than an hour long, was edited down to a 22-second clip. We could verify this by following the claim back to its source, which is an important aspect of combating misinformation.

Human intelligence and engaging the audience

While the digital age creates opportunities for the spread of fake news, misinformation and disinformation, it also creates opportunities for fact checkers to follow digital trails in order to try to find the source and the veracity of the information being shared.

The fundamental journalistic skills of fact-checking are not new, they just need applying to the digital age. Our duty, as always, is to publish accurate, fair, objective, impartial and well-sourced information, backed by well-researched context and analysis. That has not changed. And digital tools are a massive help in the pursuit of robust and critical journalism. We just need to make sure we are using those tools as well as those who propagate falsehoods do.

All newsrooms must have a fact-checking team made up of dedicated journalists who are skilled in thorough research and diligent scrutiny in order to ensure that all information shared is a true representation of news events.

Below is a list of some of the tools Nepal Check uses, and how we use them.

Human intelligence

• Research who is behind the information being spread, try to find a trail of similar information to lead you to the source.
• Does the fake news item carry a byline? Does that person exist? If they do contact them. By doing so you might find a new lead in your search for the truth.
• Does what is being said stand up to historical scrutiny? Research and establish the sequence of events leading up to the claims.

Digital tools

• Is the evidence real or manipulated or used out of context?
• Are screenshots real or fake, can you find any evidence of the original material online or in print? If not, why not? Who could have created the screenshots and why?
• Is video being used? Has a clip been taken out of context? As a journalist you have a duty to search for the original, watch it in its entirety, and offer a more complete picture including the situation and circumstances in which it was shot in order to add context and relevance.
• When you find the original you will also discover the date and, possibly, the location of the original material. Do these match the details in the clip?
• Check all social media links back to the original source to find out what other material has been shared.

Engaging your audience

• Be totally transparent in your myth-busting research.
• Let those who read your journalism know the steps you took and the evidence you uncovered.
• By doing so you will help them understand more about fake news and empower them with the tools to do their own fact-checking.

The post Creating a strong fact-checking system first appeared on Media Helping Media.