Earlier this year I wrote about asking my seventh grade students to interview family members, asking them what they thought the news was supposed to do. I described how a novice like me was able to figure out how to weave separate interviews together into an audio montage with several student and parent voices. I also predicted that if I decided to teach students how to edit and design their own podcasts, there would most likely be students in the room who could teach me a thing or two about audio production.
I tried something new with my seventh graders in library class and I want to share it with you.
I imagine that many young people (though not all) have different expectations of journalists than most adults do. I don’t blame them. I rarely thought about the news as a tween or teen. I was fairly self-centered and more interested in my friend group. If students today feel like I did then, are they wondering what the big deal is when I try to arm them with strategies to spot fake news? Do young people know why the grownups are so bent out of shape about fake news? If students don’t interact much with the real news, if they don’t appreciate what the real news is supposed to do, then why should they worry about fake news?
I thought it couldn’t hurt if students asked their parents what they thought of the news. Maybe a conversation with an authority at home would put future news literacy lessons in context. I also like any kind of assignment that gets kids interacting with their parents. So I asked my students to record an interview with a parent or someone from a different generation, asking for opinions about the news media.
Allow me to tell you about a low-stakes, high-impact activity that develops news literacy in students while assessing their ability to think critically about online sources. I do this with my seventh graders every week at the beginning of our library class. The activity works great as a Do-Now or an Exit Ticket. It could also be adapted to classroom practice in almost any content area.
Most school librarians use some type of evaluation mnemonic device to teach source evaluation. You’ve heard of them. You might RADAR, CRAAP, or even FART. I have always liked RADCAB, based on the wonderful work of Karen Christensson, but you can adapt this activity to your favorite evaluation acronym.
“The cat walked through the world, with its whiskers, ears and paws . . .”
As the cat explores the world, it encounters a boy, a dog, a mouse, and several other creatures who each see the cat in a different way. The illustrations are bold and beautiful and clever. Children and adults will love this book. It’s in the same orbit as The Very Hungry Caterpillar and Where the Wild Things Are. But will seventh graders like it? How can you use the book to introduce them to media literacy?