Here’s an interesting quote for you:
If that’s true, how should our teaching change?
Is it ridiculous to ignore the reality that the kids in our classrooms are just as likely turn to social spaces for news before ever consulting more “traditional sources?” Are we failing our kids when we design research projects that DON’T require them to reflect on the kind of content that they can find in their profiles and timelines?
Has helping students to evaluate the quality of the content that they stumble across online become an even bigger priority than ever before? Should we spend time in class talking about the ways that Facebook manipulates our timelines for their own purposes?
And if the answer to all of these questions is yes, where should these conversations take place?
Is this work the responsibility of media specialists, who are theoretically the experts in understanding how the content that we are consuming is changing? Would lessons like these fit naturally in social studies classes where effective participation in society is often a stated goal? Could language arts teachers tackle these kinds of tasks while teaching students about bias in online sources?
And if the answer to all of THESE questions is yes, how often is this work currently happening in YOUR school?
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