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Digital citizenship involves the responsible and ethical use of technology.
School Libraries Group
The importance of school libraries in teaching about misinformation and disinformation
VENTS this summer have demonstrated the widespread dissemination of misinformation and
disinformation, especially on social media. In response, the new Education Secretary,
Bridget Phillipson, has announced that schools will teach children about spotting extremist content and fake news online in an overhaul of the curriculum. But of course, many schools already teach critical thinking skills, and school libraries are hubs for information literacy, teaching students how to navigate the complexities of digital media.
In this article I will set out key issues for school librarians, and suggest some practical ideas for how we can incorporate teaching these skills in our libraries. I hope that some of these ideas will resonate with you whichever sector you work in, since we should all be mindful of our role in shaping informed and responsible citizenship.
Promoting information literacy The ability to locate, evaluate, and use information effectively, is a crucial skill and key to reducing the impact of misinformation (incorrect or misleading information that is shared without necessarily the intention to mislead) and disinformation (deliberate false information created with the intent to deceive). Through our curated collections we offer students access to a wide range of vetted, credible resources, in print and online, and we can guide students in their research, helping them to recognise bias, evaluate sources, and fact-check information.
Encouraging critical thinking In collaboration with teachers, we can foster critical thinking. By, for example, introducing students to various forms of media – such as news articles, blogs, podcasts, and videos – we can facilitate discussions on their credibility. Through exposure to both credible and dubious
September 2024
content, students can develop the ability to question information, scrutinise the motives behind content, and identify signs that point to mis/disinformation.
Teaching digital citizenship Digital citizenship involves the responsible and ethical use of technology. Students are not just passive recipients of information online, but are active in creating and sharing content. We can educate students about the impact of sharing false information, the dangers of filter bubbles, and the importance of verifying content before passing it on. In this way students become more conscientious in sharing information themselves.
Providing access to diverse perspectives
Our collections should reflect the school community and offer a range of resources that represent different viewpoints and experiences. By exposing students to multiple perspectives, we can help them understand that there is often more than one side to a story and highlight the simplistic, misleading narratives that often characterise disinformation campaigns.
Some teaching tips for school librarians
1. Incorporate Fact-Checking Exercises Library sessions are ideal for introducing fact-checking exercises. By presenting students with news articles, social media posts, and viral videos we can challenge them to verify their accuracy using credible sources such as FullFact. org. This hands-on approach makes the sessions relevant and teaches students how to use fact-checking tools as well as not to accept information at face value;
2. Teach the CRAAP Test There are many methods for evaluating information, but a good introduction is the CRAAP Test (Currency, Relevance, Authority, Accuracy, and Purpose). This is a simple yet effective tool that is particularly useful for evaluating online
Nick Cavender, Chair, CILIP School Libraries Group, a school librarian for 17 years, having previously spent over a decade in the public library sector. He is librarian at Rickmansworth School, Hertfordshire where he has led the Extended Project Qualification. He is a keen advocate of digital literacy skills.
INSIGHT
sources where authority and accuracy may be difficult to establish;
3. Use Scenarios and Role-Playing Workshops can help students focus on identifying disinformation tactics, such as clickbait headlines, deepfakes, or manipulated images. For example, students could be asked to evaluate whether a fictional news article should be shared online, using the skills they have learned;
4. Collaborate with Teachers on Cross-Curricular Projects Information literacy should not be confined to the library, and collaboration with teachers can reinforce the need for critical analysis across subjects. For example, in history students could identify examples of propaganda in the past and compare them to modern-day disinformation. In science, students could examine the effects of misinformation about health and environmental issues.
Conclusion
School libraries are central to the teaching of information literacy, critical thinking, and digital citizenship. With careful curation of our collections we provide access to a diverse range of perspectives. Targeted library sessions can equip students with the tools they need, and collaboration with subject teachers can provide real world examples to underpin their learning. IP
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