The European Commission High Level Group report on fake news and online disinformation & Media and Information Literacy (MIL)

 

 HLEG

In March 2018, the European Commission High Level Group on fake news and online disinformation (“the HLEG”) published their report on policy initiatives to counter fake news and disinformation spread online.

Mikko Salo, one of the founders of the Finnish fact checking organisation Faktabaari, was chosen to be member of the HLEG.

In the first place, the HLEG proposes to abandon of the term “fake news,” because it is inadequate in explaining the complexity of the situation, and leads to confusion in the way researchers discuss the issue, it is reported on in the media, and discussed by policy-makers.

According to the HLEG definition, “disinformation includes all forms of false, inaccurate, or misleading information designed, presented and promoted to intentionally cause public harm or for profit” but “it does not cover issues arising from the creation and dissemination online of illegal content (notably defamation, hate speech, incitement to violence), which are subject to regulatory remedies under EU or national laws, nor other forms of deliberate but not misleading distortions of facts such a satire and parody.”

The increased amplification of disinformation is linked with the development of digital media. There are several actors which are producing and circulating manipulative disinformation for different types of purposes.

The HLEG acknowledges that, disinformation can be harmful for citizens and society at large: “The risk of harm includes threats to democratic political processes, including integrity of elections, and to democratic values that shape public policies in a variety of sectors, such as health, science, finance and more.”

The HLEG recommendations aim to provide short term responses to the most important problems and longer-term responses to increase societal resilience to disinformation. These responses rest on five pillars designed to:

  1. “enhance transparency of online news, involving an adequate and privacy-compliant sharing of data about the systems that enable their circulation online;
  2. promote  media and information literacy to counter disinformation and help users navigate the digital media environment;
  3. develop tools for empowering users and journalists to tackle disinformation and foster a positive engagement with fast-evolving information technologies;
  4. safeguard the diversity and sustainability of the European news media ecosystem, and
  5. promote continued research on the impact of disinformation in Europe to evaluate the measures taken by different actors and constantly adjust the necessary responses.”

As an educator, I am very pleased to notice that the HLEG is promoting media and information literacy (MIL) as an essential competence for developing critical thinking and good personal practices for discourse in online and offline world.  According to the HLEF report “The media and information literacy is a preventive, rather than a reactive solution, engendering critical thinking skills that are crucial for the 21st century citizen living in an increasingly digital environment.”

The HLEG stresses that media literacy is an important action line as a response to disinformation because it can empower individual users as suggested above and mass empowerment of users will lead to greater social resilience against disinformation and perhaps other disorders of the information age.

The HLEG recommends that European institutions and national governments should

  • recognize media and information literacy as core literacy by integrating critical media literacy into the core literacies guaranteed to all schoolchildren in Europe, with formal status in national school curricula.
  • mandate teacher training colleges to include critical media literacy modules and encourage critical media literacy to become an integral part of all subject-learning, lifelong learning for teachers. EU could support such teacher training through Erasmus+, Training and Education 2020 and similar schemes.

It recommends further that professional media and fact-checkers commit to playing an active role in media literacy education, adding their field experience and technological expertise to tested and verified media literacy approaches.

 

Finnish curriculum

The new Finnish core curriculum is already updated to meet the recommendations of the HLEG. All the Finnish schools should provide their pupils basic competences to use information independently and in interaction with others for problem-solving, argumentation, reasoning, drawing of conclusions and invention and they should have opportunities to analyse the topic being discussed critically from different viewpoints. The students should be able to know where and how to search information and they should be able to evaluate the usability and reliability of sources. The schools should also support the students’ growth into active, responsible, and enterprising citizens.

Teacher training

There is nevertheless a gap between the theory and practice. According to my experience, teachers need updated set of tools and methods to deal with the increase of the quantity of information and diversification of the variety of sources. In addition, the media landscape is re-shaping constantly and it has become more and more difficult to distinguish information from dis-information and authenticity of the photos and videos.

Schools and teachers need updated set of tools and methods in order to be able to meet the MIL curricula goals and to provide support and encouragement for their pupils which are confronting and dealing with unclear and conflicting information.

In the French-Finnish school of Helsinki (click here to visit our media education site), we have piloted various methods with great success togehter with the experts of FaktabaariEDU , but we still need to work a lot to update our tools and upskill our teachers even further. Therefore we have launched a rather ambitious European level ERASMUS+ application in order to join the forces with MIL experts around the Europe.

 

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HÄMMENTÄVIÄ JA HARHAANJOHTAVIA UUTISIA

kysymys

 

Mediassa on keskusteltu erityisesti USA:n presidentinvaalien jälkeen ”valeuutisista”, ”totuuden jälkeisestä ajasta” ja ”vaihtoehtoisista faktoista”. Sosiaalisen median piirissä puhutaan paljon vihapuheesta ja nettikiusaamisesta.

Termien sekamelskassa on välillä vaikea hahmottaa, mistä on milloinkin kysymys. Monet käsitteistä ovat uusia ja kaikille termeille ei ole vielä vakiintunut hyviä suomalaisia vastineita.  

Me kaikki tarvitsemme kriittistä medialukutaitoa tietojen oikeellisuuden tarkistamiseksi uutisvirtaa selatessamme.

Olen koonnut tähän artikkeliin lähinnä Faktabaarin käsikirjasta selkeitä käsitteiden määrityksiä, tietoa erilaisista harhaanjohtavista uutisista ja ohjeita disinformaation havaitsemiseksi.

 

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Mis-, dis- ja malinformaatio

Faktabaarin toimitus ja Severi Hämäri ovat toimittaneet erittäin hyvän koosteen uusista termeistä ja niiden määritelmistä. Termien suomenkieliset vastineet ovat kuitenkin monessa tapauksessa vasta muotoutumassa. Seuraavassa Faktabaarin toimituksen ehdottamia määritelmiä:

“Misinformaatiolla tarkoitetaan tahattomasti virheellistä viestintää. Asian sanoja tai kirjoittaja ei tiedä sanoneensa jotain perätöntä tai harhaannuttavaa. Viestintä levittää väärää tietoa.

Disinformaatiolla tarkoitetaan tarkoituksella väärennettyä tai harhaanjohtavaa viestintää, jonka tavoitteena on haitan tai vahingon tuottaminen jollekin henkilölle, yhteisölle, ihmisryhmälle tai valtiolle.

Malinformaatiosta puhutaan, kun totuudenmukaista informaatiota käytetään tahallisesti vahingoittamaan yksilöä, yhteisöä tai valtiota. Erityisesti vastoin tiedon sovittuja käyttötapoja.”

 

 

See: https://firstdraftnews.com/coe_infodisorder/
https://firstdraftnews.com/coe_infodisorder/

Motiivina disinformaation välittämiseen on monia. Valheelliset kohu-uutiset (“fake news”) vetävät uteliaiden klikkaajien myötä mainostuloja median sivustolle. Tätä ilmiötä voidaan kutsua taloudellisesti motivoituneeksi disinformaatioksi.

Poliittisen mielipiteen muokkaamista voimakkaalla viestinnällä keinoja kaihtamatta kutsutaan“propagandaksi” eli poliittisesti  motivoituneeksi disinformaatioksi. 

Nettikiusaaminen ja vihapuhe  ovat tyypillisiä malinformaation muotoja.

Twitter-keskustelussa on ehdotettu seuraavia mis-, dis ja malinformaatiolle suomenkielisiä termejä:

misinformaatio = virheellinen tieto, eli erhe

disinformaatio = vääristelty tieto (tai väärennetty tieto tai vedätys)

malinformaatio = vahingollinen tieto (tai juoru)

Katsotaan, mikä termi vakiintuu käyttöön!

Harhaajohtavia uutistyyppejä

https://firstdraftnews.com/coe_infodisorder/
https://firstdraftnews.com/coe_infodisorder/

Tutkija Claire Wardle on julkaissut syksyllä 2017 Euroopan Neuvoston toimeksiannosta kiinnostavan erittelyn siitä, mistä kaikesta hämmentävissä uutisissa voi olla kyse.  Seuraavassa Faktabaaarin Esa Väliverrosen kooste Wardlen harhaanjohtavien uutistyyppien luokittelusta:

Ilmiön viattominta ääripäätä edustavat satiiri- ja parodiasivustot, jotka levittävät keksittyjä uutissisältöjä.

Seuraavana tulevat uutisjutut, joiden otsikot tai kuvat antavat harhaanjohtavan kuvan itse jutun sisällöstä, joka on sinänsä paikkansapitävä. Tämä on journalismissa yleistä eikä rajoitu mitenkään varsinaisiin valeuutissivustoihin. 

Samaa voi sanoa kolmannesta tyypistä, joka on journalismin tapa kehystää uutisaiheita ja henkilöitä niin, että tuloksena on yksipuolinen ja harhaanjohtava kuva.

Neljäs tyyppi on sinänsä paikkansapitävän tiedon kytkeminen uuteen asiayhteyteen, jossa sen merkitys muuttuu ratkaisevasti

Viidennessä tapauksessa jonkun todellisen henkilön väitetään sanoneen jotakin, joka on täysin keksittyä.

Kuudentena on oikean tiedon manipulointi niin, että sen merkitys muuttuu kokonaan. Motiivina on tietoinen petkuttaminen.

Viimeisenä tulevat täysin fiktiiviset, keksityt uutiset, joiden tavoitteena on manipuloida julkista keskustelua.”

Mediataitokoulu on julkaissut EAVI:n infogrammista suomennetun ja muokatun “Pelkkää feikkiä?” julisteen tammikuussa 2018.

 

http://mediataitokoulu.fi/index.php?option=com_content&view=article&id=1188:pelkkaa-feikkia&catid=8&lang=fi&Itemid=400
http://mediataitokoulu.fi/index.php?option=com_content&view=article&id=1188:pelkkaa-feikkia&catid=8&lang=fi&Itemid=400

Muita harhaanjohtavia uutistyyppejä

Faktabaarin toimitus ja Severi Hämäri (Faktabaari, 2018) ovat listanneet vähän samanlaisen koosteen harhaanjohtavista uutissisältötyypeistä:

“Salaliittoteorialla tarkoitetaan sellaista epätotta väitettä, jonka kannattajan uskomus siihen vahvistuu kaikista yrityksistä osoittaa se paikkansapitämättömyydeksi.

Näennäistiede on hyvin samankaltainen ilmiö kuin salaliittoteoria, mutta eroaa siinä, että se esittää olevansa tiedettä.

Virheellinen attribuutio: esitetään jonkun henkilön tai tahon nimissä asioita, joita hän ei ole sanonut.

Harhaanjohtava otsikointi on sitä, että otsikko ei vastaa sisältöä. Pelkkä tehokas otsikointi saattaa saada sosiaalisessa mediassa aikaan tehokasta leviämistä, eli trendaamista.  Kyseessä on ns.  “clickbait” kun tavoitteena on saada käyttäjä klikkaamaan sisältöä vastaamatonta linkkiä.

Sisällön vääristämistä on mm. väärennetyt tai väärään yhteyteen laitetut kuvat, tilastot, videot, nauhoitteet jne.

Kaikukammiosta on kyse, kun samanmieliset henkilöt ovat ajautuneet (netissä tai sen ulkopuolella) keskustelemaan vain keskenään.”

varoituskolmio

 

Milloin on syytä epäillä disinformaatiota?

On oltava varuillaan, jos (Faktabaari, 2018)

  • Viestiä toistetaan erittäin tiheään
  • Viestin yhteydessä on huomiota herättäviä kuvia
  • Viesti pyrkii nostattamaan voimakkaan tunnereaktion
  • Siihen liittyy vahvoja tarinallisia elementtejä
  • Viestin lähteet ovat oudot, poikkeukselliset, esim. sivun metatiedot johtavat eri maahan kuin viestin sisältö antaisi ymmärtää
  • Hakukoneet löytävät saman tai lähes saman viestin mutta tuntuvasti vanhemmalla päiväyksellä
  • Viestiin liittyvät kuvat löytyvät netistä muista yhteyksistä käänteisellä kuvahaulla
  • Viestiä levittävä taho levittää muuta epäilyttävää sisältöä
  • (Huom: lista on suuntaa antava. Sen avulla ei pysty tyhjentävästi tunnistamaan kaikkea disinformaatiota.)

medialukutaitoprojektijpg

Faktantarkistusta kouluihin

Helsingin ranskalais-suomalaisessa koulussa on pilotoitu jo kahden vuoden ajan Faktabaarin asiantuntijoiden faktantarkastusmenetelmien soveltamista uuden opetussuunnitelman puitteessa kouluopetukseen.  Kokeilu on ollut erittäin innostava. Siitä voi lukea enemmän  HRSK:n mediakasvatussivuilta ja FaktabaariEDU-sivustolta.

Kari Kivinen, 20.1.2018

 

Lähteitä ja lisätietoa:

Disinformaation analysointi ja faktantarkistuprosessi, Faktabaarin toimitus/Severi Hämäri, 2018, https://faktabaari.fi/disinformaation-analysointi-ja-faktantarkistusprosessi/

Baaripuhetta, ”Valeuutiset” ja huonot uutiset, Faktabaarin toimitus/Esa Väliverronen, 2017, https://faktabaari.fi/valeuutiset/

Baaripuhetta, Miten suojautua informaatiovaikuttamiselta?, Faktabaarin toimitus/ Saara Jantunen & Veli-Pekka Kivimäki, 2017, https://faktabaari.fi/baaripuhetta-miten-suojautua-informaatiovaikuttamiselta/ 

Mediataitokoulu, 2018, http://mediataitokoulu.fi/

Information disorder- Toward an interdiciplinary framework for research and policy making, European Council, 2017, https://firstdraftnews.com/wp-content/uploads/2017/11/PREMS-162317-GBR-2018-Report-de%CC%81sinformation-1.pdf?x91364

Beyond fake news –  10 types of misleading information, EAVI, https://eavi.eu/beyond-fake-news-10-types-misleading-info/

FaktabaariEDU, https://faktabaari.fi/edu/

Helsingin ranskalais-suomalaisen koulun medialukutaito-sivusto: https://hrskmediakasvatus.wordpress.com/

 

 

 

 

 

 

 

 

 

MONILUKUTAITO, MEDIAKASVATUS JA KRIITTINEN AJATTELU

MONILUKUTAITO, MEDIAKASVATUS JA KRIITTINEN AJATTELU

Opetussuunnitelmissa puhutaan nykyään monilukutaidoista.

Sillä tarkoitetaan sitä, että osaa lukea ja tulkita kuvia, kirjaimia, numeroita, symboleita, sanoja, ääniä ja näiden yhdistelmiä. Se tarkoittaa myös sitä, että osaa itse tuottaa viestejä monin eri tavoin.

Tavalliseen luku- ja kirjoitustaitoon verrattuna monilukutaito on huomattavan paljon laajempi. Luettavat tekstit voivat olla painettuja, puhuttuja, audiovisuaalisia, analogisia, digitaalisia jne.

Me hahmotamme ja tulkitsemme maailmaa ympärillämme erilaisten viestien ja viestintävälineiden kautta. Monilukutaito tukee oppimista ja oppimisen taitojen kehittymistä ja se antaa meille avaimet kriittisen ajattelun kehittymiseen.

Mediakasvatus on monilukutaidon alakäsite. Mediakasvatuksen tavoitteena on antaa oppilaille työkaluja mediasisältöjen tulkitsemiseen ja tuottamiseen.

Uuden opetussuunnitelman tavoitteissa esitetään, että oppilaita tulisi ohjata hankkimaan tietoa erilaisista lähteistä ja välittämään tietoa muille. Heitä tulisi ohjata pohtimaan kuvitteellisen ja todellisen maailman suhdetta sekä myös sitä, että jokaisella tekstillä on tekijänsä ja tarkoituksensa. Tämä pohtiminen tukee kriittisen ajattelun kehittymistä.

Koulujen tulisi ohjata oppilaita analysoimaan mediaympäristöään ja oppia arvioimaan kriittisesti median roolia ja merkitystä. Heitä tulisi rohkaista käyttämään monilukutaitoaan myös vaikuttamiseen ja osallistumiseen heidän omassa elinympäristössä, mediassa ja yhteiskunnassa. Koulun tulisi tarjota tilaisuuksia näiden taitojen turvalliseen harjoittelemiseen.

Koulujen tehtäväksi on opetussuunnitelmassa annettu myös tavoite vahvistaa ja syventää oppilaiden kiinnostusta yhteisiä ja yhteiskunnallisia asioita kohtaan ja harjoitella toimintaa demokraattisen yhteiskunnan jäseninä. Tätä varten heidän tulisi saada tietoja ja kokemuksia yhteiskuntaa rakentavan osallistumisen keinoista ja muodoista.

Kouluikäiset lapset elävät keskellä valtavaa informaatiovirtaa. He lukevat lehtiä, kuuntelevat radiota ja katselevat TV:tä. Älypuhelimilla, padeilla ja tietokoneilla he surffaavat netissä, pelaavat, ovat aktiivisia sosiaalisessa mediassa, lähettävät ja saavat viestejä, kuvia, hymiöitä ja videoita. päivän Heitä ympäröivät aamusta iltaan vaihtelevat mediasisällöt, mainokset, brändit ja viestit, joilla heihin pyritään vaikuttamaan.

Oppilaat tarvitsevat hyvää monilukutaitoa – kykyä erotella jyvät akanoista, tosi tarusta ja informaatio disinformaatiosta.

Helsingin ranskalais-suomalaisen koulun medialukutaitoprojektissa #medialukutaito@presidentinvaalit sovelletaan Faktabaarin asiantuntijoiden käyttämiä faktantarkistustapoja koulukäyttöön sopiviksi presidentinvaalien seurannassa. Projektin edistymistä voi myös seurata FaktabaariEDU sivustolla.

Tavoitteena on rohkaista oppilaita analysoimaan mediaympäristöään ja innostaa heitä osallistumaan yhteiskunnalliseen keskusteluun.  Projektissa on mukana alakoulun,  yläkoulun ja lukion oppilaat.

Kari Kivinen

Fact-checking as tool to teach critical multi-literacy to future voters

Media met literacy in Sarajevo!

Media literacy professionals from all over Europe were gathered in Sarajevo in September 2017 to explore the huge challenges of our rapidly changing media world.

The founder of the Faktabaari, Mikko Salo, and the Director of the French-Finnish school of Helsinki, were invited to present the  #media-literacy to future voters-project in the  Media Meets Literacy -conference  organised by Evens foundation.

#media-literacy to future voters-project

The Finnish school reform raises multiliteracy as one of the core elements in order to educate active citizens capable of acting in our complex societies.

During the school year 2016 – 2017 an unconventional collaboration took place between Faktabaari, the award-winning Finnish Fact-checking service, and French Finnish school.

The basic idea of the collaboration was to adapt the proved fact-checking approach and methods used by Faktabaari into the education field linked to the curriculum of the school in various subjects (mother tongue, history, social studies). The goal was to create a joint approach for critical medialiteracy skills with the objective to test tools and learn debunking dis-information and false claims

14-year old students received information about the principles of journalism and adapted key concepts on fact-checking (code) and disinformation by Faktabaari.  Students explored election materials applying the adapted fact-checking methods. They practiced question making and answering through a mock-interview panel and they participated in the real election panel with real candidates and practiced fact-checking activities in real life situation!

The basic principles of the fact-checking method adapted for schools are relatively simple:

  1. Choose election relevant & documented claim to be fact-checked
  2. Identify: who, where, when and what said?
  3. Go to primary sources – 2 independent (help from teacher / school librarian) / use tools
  4. Write fact-check proposal for review
  5. Present written fact-check to your class for judgement (“True, “False” or “50/50”)
  6. Results can be published (school paper, website, video, FaktabaariEDU blog)
  7. Share the fact-check in your social networks – build trust

The outcome of the pilot project was very positive. Students took a real interest in the local election and they learned how the local municipality works. They got really active young participants in the local debate. They were able to verify themselves if the news/claims were true or not. They learned to check the sources and learned where to find help.

Through the process they learned also to adapt the fact checking methods in other areas e.g. to the social media news – thinking-twice-before-sharing-approach!

In the school year 2017-2018 the pilot project will be widening to concern also primary pupils and upper secondary students.

We are convinced that fact-checking as approach vaccines students against populism and empower their critical thinking without political bias and it provides students general tools and skills to survive in the digital environment including social media and visuals and provides students with some internet-literacy skills!


You can find my presentation here: “Curriculum and Teaching Critical Skills in Schools – MIL session”

The presentation of Mikko Salo was titled: “Fact-checking as tool to teach critical media-literacy to future voters & vaccination against populism”

More information:

#FaktabaariEDU

#FaktabaariEDU – project brief 

The audience participated actively to the election panel discussion!

The basic idea of the project is to adapt the proved fact-checking approach and methods used by Faktabaari into the education field and to provide the pupils the necessary knowledge, skills and competences as well as self-confidence, so that they could actively and critically take part in the debates and discussions in the future coming communal, presidential and EU elections.

#FaktabaariEDU intends to develop awarded Faktabaari methodology to the use of medialiteracy learning for future voters – our youth. We invest to use our experience and networks for something sustaining. We build on the Faktabaari success combined with best expertise of the pedagogical network provided by the Finnish Society on Media Education and piloting platform provided by French-Finnish School (LFF).

Finnish school system curricula have recently directed towards multiliteracy and medialiteracy as part of it – but there is a lack of methods and materials. Schools become learning platforms and they need tools like #FaktabaariEDU for medialiteracy. The #medialiteracy with future voters-project pilots the #FaktabaariEDU multiliteracy approach and tools to educate active citizens capable of acting in complex societies.  A school culture that promotes participation, realises human rights and operates democratically, lays a foundation for the pupils’ growth into active citizens.

This pilot project is based on the close co-operation between Faktabaari experts, educators, journalists and students and it uses Faktabaari and Factbar.eu channels to ensure a lasting impact to the lives of the participants.

The project objectives are to:

  • Raise awareness of methods to fight election populism and pure disinformation by fact-checking tools adapted to future voters;
  • Offer pedagogical aids and web-based environment both directly to youngsters and indirectly to teachers and youth workers who can adapt it to their work;
  • Demonstrate that youth is capable to digest disinformation;
  • Raise awareness and attain publicity via social media of the empowered youth capable of holding politicians and media accountable by using transparent fact-checking tools and spreading factually corrected material in social media, and
  • Build up to the positive deterrent to candidates and media to base their arguments to facts, if available.
#FaktabaariEDU in action

In March 2017 the students of the 9th grade of LFF

  • Receive information about the Faktabaari fact-checking methods;
  • Explore the materials of all the parties of the communal election;
  • Practice question making and answering through a role game mock-interview panel;
  • Have an opportunity to participate the real election panel with real candidates;
  • Have a possibility to give their votes in a shadow-election, and
  • Practice fact-checking activities in real life situation!
LFF – the real election panel with real candidates

More information – see project plan!

http://hrsk.fi/fr/accueil/ @HRSK_LFF

www.faktabaari.fi & @faktabaari

http://www.mediaeducation.fi/ @mediakasvatus

Faktabaari #edu #medialiteracy

 

#medialiteracy project plan

medialiteracy

PROJECT PLAN

INTRODUCTION

According to the new core curriculum (see the end of this document), all the Finnish schools should provide their pupils basic competences to use information independently and in interaction with others for problem-solving, argumentation, reasoning, drawing of conclusions and invention and they should have opportunities to analyse the topic being discussed critically from different viewpoints.

The pupils should be able to know where and how to search information and they should be able to evaluate the usability and reliability of sources.

The schools should support the pupils’ growth into active, responsible, and enterprising citizens. The pupils should be guided to act in a pluralistic society that understands diversity and respects human rights and equality in accordance with the values and principles of democracy.

The goal is to provide the pupils with a knowledge base of how the society works and how citizens can be involved as well as to encourage pupils to become independent societal and economic actors.

BACKGROUND

The quantity of information has increased and the variety of sources has been diversified. The media landscape is re-shaping constantly.  It is more and more difficult to distinguish information from dis-information. The recent political campaigns have shown that we are entering to the post-factual era.

Schools and teachers need updated set of tools and methods in order to be able to meet the curricula goals and to provide support and encouragement for their pupils which are confronting and dealing with unclear and conflicting information.

IDEA & AIMS

The basic idea of this project is to adapt the proved fact-checking approach and methods used by Faktabaari into the education field. In order to do it properly, it is necessary to launch a pilot project to test how the adaptation could be done in the most effective way. The Finnish-French school of Helsinki will be an ideal test-bed for this purpose, because the school has a pupil population from pre-school to high school and it implements the new Finnish curricula (OPS 2016) since 1.8.2016. Therefore it will be possible to scale up the most effective methods and the best practices of the pilot project for all the Finnish schools.

 One of the practical aims of the project is to provide the pupils the necessary knowledge, skills and competences as well as self-confidence, so that they could take actively and critically part in the debates and discussions in the future coming communal, presidential and EU elections.

 SOME KEY DEFINITIONS

 Medialiteracy is a 21st century approach to education. It provides a framework to access, analyze, evaluate, create and participate with messages in a variety of forms — from print to video to the Internet. Medialiteracy builds an understanding of the role of media in society as well as essential skills of inquiry and self-expression necessary for citizens of a democracy. (http://www.medialit.org/media-literacy-definition-and-more).

 Multiliteracy is the competence to interpret, produce and make a value judgement across a variety of different texts, which will help the pupils to understand diverse modes of cultural communication and to build their personal identity. (OPS 2015)

 PROJECT ACTORS:

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 Faktabaari (FactBar) is web-based fact-checking service for more fact-based public debate.

It is a non-partisan project using web and social media for collecting and distributing factual information with crowds and to crowds by creating win-win situations.

Faktabaari is run by Avoin yhteiskunta ry (Open Society Association) which is a Finnish transparency NGO enhancing transparency in society in cooperation with like-minded actors. It participates with empowering concrete projects like Faktabaari.

Faktabaari EDU intends to develop awarded Faktabaari methodology to the use of medialiteracy learning for future voters – our youth. We believe this is the best investment to use our experience and networks for something sustaining. We build on the Faktabaari success combined with best expertise of the pedagogical network provided by the Finnish Society on Media Education and piloting platform provided by French-Finnish School.

mediakasvatusseura

Finnish Society on Media Education has produced a website for media educators, which caters to the needs of people interested in media education and provides support to media education professionals: teachers of children and youths of all ages, researchers, students, educators, and parents of children and young people. It provides also detailed information on Finnish media education for our international colleagues and people who are interested in the work done in Finland.

metka

METKA –  Finnish Media Education Organisation provides etc. media education workshops for children and adults. In this project the LFF will be the test-bed for their new online media education materials for primary pupils. The new application will be published in 2017.

hrsk-60

Lyceé franco-finlandais d’Helsinki (LFF – French-Finnish school of Helsinki) is state school situated in Munkkivuori.  It will celebrate its 60th anniversary next April.  LFF is relatively big school in the Finnish context – there are over 800 pupils from kindergarten to Baccalaureate level in the school. The LFF follows the new Finnish curriculum and it has strong emphasis on teaching languages – especially French.

OPS 2016 – THE NEW FINNISH CORE CURRICULUM

The national core curriculum was issued by the Finnish National Board of Education in 2014. Based on that all the Finnish school providers have been obliged to draw up the local curricula during the school year 2015-2016. These local curricula have been implemented since 1.8.2016 in almost all the Finnish schools.

The purpose of the core curriculum has been to provide a common ground for the local curricula and thus promote equality and equity in education and the rights of the pupils within the whole country.  The core curriculum supports and steers the provision and implementation of basic education.

Like all the schools in Finland, the LFF has adapted the core curriculum to meet the local needs and the local curricula has been implemented since 1.8.2016.

The LFF operates as a learning community and encourages all of its members to learn. A learning community develops in dialogue. The community is strengthened by working together and through participation together with external actors.

A school culture that promotes participation, realises human rights and operates democratically, lays a foundation for the pupils’ growth into active citizens.

PILOT PROJECT #medialiteracy with future voters

Faktabaari medialiteracy work towards future voters has this far been an important track, but now it is time for a next step. With the relatively advanced Finnish School system curricula recently directed towards multiliteracy and medialiteracy as part of it, the momentum is there for tools to get make it to the grass root level to the youth seen in this project context as “future voters”. The school reform system raises multiliteracy as one of the core elements in order to educate active citizens capable of acting in our complex societies. Schools become learning platforms and they need tools like Faktabaari EDU for medialiteracy.

 This pilot project build a pedagogical material with educators, journalists and students and uses Faktabaari and Factbar.eu channels to ensure a lasting impact to the lives of the participants while getting others interested via wide publicity expected for a very topical project.

Faktabaari as active member of the international fact-checking movement can guarantee a well-informed picture on the state of play of the media landscape and disinformation while it’s partners can ensure pedagogical approach to attain the youth. Journalism students carrying out most of the fact-checking with Faktabaari can also act as important mediators.

PROJECT OBJECTIVES & MILESTONES

  • Produce materials to adapt Faktabaari methodology and forthcoming (10/2016) manual to youth (future voters) eg. under Faktabaari EDU – brand;
  • Simultaneously enforce co-operation with The Finnish Society on Media Education to adapt proven Faktabaari methodology and manuals to materials helping educators and future voters to resist disinformation and factually inaccurate (election) statements with pilot case on Finnish presidential election 2018;
  • Engage us to co-operation and pilot with Helsinki Finnish French School  for testing and further developing the materials for wider use;
  • Distribution of the materials and model to Finnish schools and youth workers with potential to spread the model with FSME, LFF principal Kari Kivinen and factbar.eu work to European audiences

More general objectives:

  • Raise awareness of methods to fight election populism and pure disinformation by fact-checking tools adapted to future voters
  • Offer pedagogical aids and web-based environment both directly to youngsters and indirectly to teachers and youth workers who can adapt it to their work
  • Demonstrate that youth is capable to digest disinformation. Raise awareness and attain publicity via social media of the empowered youth capable of holding politicians and media accountable by using transparent fact-checking tools and spreading factually corrected material in social media
  • Build up to the positive deterrent to candidates and media to base their arguments to facts, if available.

In regards the impact the experiences the model could be spread to European scale with Evens foundation and Finnish Society on Media Education in view of the 2019 EP elections Faktabaari plans to carry out with min. 10 European journalism schools (preparations have already been started).

Project milestones for the school year 2016-2017:

11/2016

Workshop with LFF (Kari Kivinen), Finnish Society on Media Education (Isabella Holm), Faktabaari (Mikko Salo, Tuomas Muraja)

1.12.2016

Kick-off meeting linked to major seminar on disinformation organized by Finnish Society on Media Education http://www.mediakasvatus.fi/tapahtuma/disinformaatioseminaari/

02/2017

Workshop on adapting the Faktabaari manual to web-based materials for educators and youth

14.2.2017

Tuomas Muraja will give a work-shop for the LFF students about the “Journalism Ethics and Standards” based on his new book “Faktat tiskiin”, which will be published this spring.

muraja-hrsk

03/2017

Teacher training session for the grade 3-6 teachers of LFF organized by METKA

03/2017

A well prepared question-answer session between the communal election candidates of all parties and the upper secondary school students of LFF.

03-05/2017

Developing the Faktabaari material with MSFE and LFF

08/2017

Launch of Faktabaari EDU toolkit with Finnish Society on Media Education

Project milestones for school year 2017-2018:

  • Educators would be provided August 2017 Faktabaari EDU fact-checker manuals and supportive web-material and example cases for “how to build up your own Faktabaari EDU”
  • “Faktabaari EDU” –project bars could make fact-checks related to January 2018 presidential elections in their schools (tbc)
  • The raw material tested could be further developed to media-literacy pedagogical tool to be used in schools etc. according to the new Finnish School curricula

10/2017

Launching a competition of the biggest impact fact-check by “future voter” as part of Faktabaari national competition for best fact-checks

10/2017

First pilot Faktabaari EDU course/workshop in a school or youth Organisation/association. LFF would be one of the pilot school – secondary school/high-school (Kari Kivinen)

01/2018

Possible participation to Presidential election Faktabaari project next to professionals

03/2018

Evaluation and potential to link to Factbar.eu project (Mikko Salo)

national-core-curriculum

 If you want to read more about the Finnish national core curriculum & multiliteracy click the following PDF compilation document: 

finnish-national-core-curriculum-multiliteracy

Source:

National Core Curriculum for Basic Education 2014, Finnish National Board of Education, Publications 2016:5, Helsinki