Media Forensics

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Do you know what circular reporting, critical consuming, critical ignoring, confirmation bias, filter bubbles, motivated reasoning, and unconscious bias are? They’re all ways we create or deal with information that does or does not align with our knowledge about the world. What about pink slime, deep fakes vs. cheap fakes, Liar’s Dividend, and Zombie claims? In this exercise, you will explore how to critically analyze images and facts to determine truth.

• Evaluate the influence of context and assumptions on a problem or issue.
• Formulate and support conclusions about a problem or issue.
• Assess the implications and consequences of conclusions.
Background:
The United Nations sees media literacy for all as a human right (Fig. 1):

Source: Five Laws of Media & Information Literacy
Information accountability is at the heart of media literacy. The questions that journalists use to determine what’s “news” also can help information consumers determine the provenance or accuracy and authority of the texts and images they encounter in news and entertainment or social media:
• Who is behind the information?
• What evidence is used to support the information’s claims?
• What do other sources say?
You might apply the CRAAP test, an acronym for Currency, Relevance, Authority, Accuracy, and Purpose, developed at California State University, Chico. Alternatively, you could try the SIFT & PICK test, which involves lateral reading to evaluate what other sources say about the information you are reviewing and examining the source itself. UNESCO recommends asking questions that will help you to determine:
• Proximity: How close is the evidence to the phenomenon?
• Expertise: What credentials indicate the quality of the producer of the evidence?
• Rigor: How was the evidence collected?
• Transparency: What do you know about the evidence?
• Reliability: Is there a track record to evaluate? (Ireton & Posetti, 2018)
Activity:
After studying the assigned readings for Week 3, especially Modules 4 & 5 in the UNESCO handbook, build your media forensics skills by completing ONE of the following quizzes:
https://spotthetroll.org

Find the fake quiz


https://www.bbc.co.uk/bitesize/articles/zwfm8hv
https://www.nytimes.com/interactive/2018/09/04/technology/facebook-influence-campaigns-quiz.html
https://www.theguardian.com/newswise/2021/feb/04/fake-or-real-headlines-quiz-newswise-2021
Format:
When you finish your quiz, ponder what your results say about your media forensics skills. Then, write a 1-2 page (250-500 words) paper that summarizes what you learned about media forensics, that is, the need for media literacy skills in a media-saturated world, as follows:
Introduction
Tell your readers which quiz you took, the kinds of media messages you assessed, the analytical strategies you used from the course readings to try and identify disinformation, misinformation, or mal-information, and how well you did.
Analysis
Connect what you learned about your media forensics skills to the need to be media literate by addressing ONE of the following questions:
1. What surprised you the most about fake news during our exploration? Were there any examples or aspects that stood out to you?
2. How has your perception of news and media changed after learning about the subtle deceptions of fake news? Do you approach news with a critical mindset? If so, how?
3. Reflect on the role of social media in the spread of fake news. How influential do you believe social media platforms are in shaping public opinion, and what impact does that have on society?
4. What could be some of the individual and societal consequences if you shared fake news intentionally or unintentionally? How can sharing fake news affect individuals, communities, and even democratic processes?
5. Consider the responsibilities of journalists and PR practitioners. What steps should they take to ensure accurate reporting and the maintenance of public trust? What responsibilities do you have in combating fake news?
6. Reflect on your media literacy skills before and after this exploration. How have you improved your ability to discern between reliable and unreliable sources of information?
7. Share any personal experiences you have had with encountering fake news or misinformation. How did it make you feel, and how did you react? What strategies can you employ to avoid falling victim to misinformation in the future?
8. How might the phenomenon of fake news impact marginalized communities or contribute to societal divisions? How can you address these issues and promote media literacy and critical thinking among all individuals?
9. Reflect on the ethical considerations related to creating and disseminating fake news. Are there any ethical boundaries that you could establish to help prevent the intentional spread of misinformation?
10. Imagine you have a platform to address a wide audience about the dangers of fake news. What message would you convey to encourage responsible consumption and sharing of information?
Requirements:

Sample Solution

The Battle Against Disinformation: A Media Forensics Exercise

For this media forensics exercise, I took the quiz offered by the BBC: “https://www.bbc.co.uk/news/av/technology-46149888“. This quiz presented a variety of headlines and social media posts, requiring me to identify the genuine ones from the fabricated content. My score reflected a decent understanding of media manipulation techniques, although I did struggle with a few particularly deceptive headlines.

This exercise served as a stark reminder of the ever-present threat of disinformation in our media-saturated world. The quiz showcased the subtle nuances of fake news, often disguised as legitimate news with cleverly crafted headlines or emotionally charged language. It highlighted the importance of media literacy in today’s information age.

The aspect of fake news that surprised me the most was the sheer ease with which it can exploit confirmation bias. Headings that reinforced existing beliefs seemed to hold more weight than those that challenged them. This highlights the need to be consciously aware of our own biases and actively seek out diverse perspectives when consuming information.

My perception of news and media has undoubtedly changed. I now approach all information with a critical mindset, questioning the source, the evidence presented, and the potential motive behind the message. I actively seek out corroborating evidence from established news outlets before accepting information as fact.

Social media platforms are undoubtedly powerful tools for shaping public opinion. Their algorithms often prioritize sensational content, contributing to the spread of fake news. This underlines the importance of holding social media platforms accountable for the content they host, while also encouraging users to exercise critical thinking and fact-checking before sharing information.

The consequences of sharing fake news, whether intentional or unintentional, can be devastating. It can erode public trust in legitimate sources, create social divisions, and even influence democratic processes. Misinformation can fuel fear and anger, leading to real-world consequences.

The responsibility to combat fake news falls on both journalists and media consumers. Journalists must uphold the highest ethical standards, ensuring factual reporting and transparency. Consumers, on the other hand, must become discerning readers, verifying information before sharing and holding news sources accountable.

Reflecting on my media literacy skills, I recognize a significant improvement. I am now more adept at identifying red flags in headlines, such as loaded language, sensational claims, and weak sources. I pay closer attention to the website domain and the author’s credentials, verifying their legitimacy before trusting the information.

An instance of encountering fake news involved a sensational social media post about a new government policy. The post was riddled with inflammatory language and lacked any credible source information. I identified red flags – the timing of the post, the source, and the emotional trigger points – and avoided sharing it. To stay informed, I instead relied on reputable news sources for updates on the policy.

Fake news can have a disproportionate impact on marginalized communities. It can fuel existing prejudices and social divisions. To address this, promoting media literacy and critical thinking across all communities is crucial. Educational initiatives can empower individuals to become discerning information consumers.

The creation and dissemination of fake news pose significant ethical concerns. Intentionally spreading misinformation to manipulate minds and deceive people is a violation of trust. Establishing boundaries includes prioritizing factual information and responsible sharing.

If I had a platform to address the dangers of fake news, I would encourage a skeptical approach to online information. I would advocate for users to verify information with credible sources before sharing, and to be mindful of the potential consequences of spreading misinformation.

This media forensics exercise has underscored the vital role of media literacy in today’s world. By actively honing our critical thinking skills, and holding both news sources and ourselves accountable, we can combat the spread of disinformation and create a more informed and responsible online environment.

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