欢迎来到VOA在线收网 www.voa365.com
当前位置:VOA NEWS > VOA慢速英语 > 教育报道 >

Schools, Universities Teach Students the Truth About Fake News

2017-04-16 14:14来源:未知


This photograph taken in Paris Friday Dec. 2, 2016 shows stories from USA Daily News 24, a fake news site registered in Veles, Macedonia.
In the past, most people received their news from newspapers, magazines and broadcasters. But now, just about anyone can report and publish on the Internet and share it as news through social media.


The problem: not all of the information is true and not all of the reporting is trustworthy.


After the presidential election last November, many people even questioned whether “fake news” had influenced the election results.


This has led Facebook to work with organizations to find out whether a disputed story is true or false and educators to train students to become responsible readers of news


What really is "fake news?"


The term “fake news” is complicated, because it is not always clear what that means. People have used the term to identify everything from news stories reporting false facts, to stories reporting facts they disagree with.


Howard Schneider, a former editor of the newspapers Newsday, started the Center for News Literacy at Stony Book University in 2007. The center has multiple projects, but the most visible is a course to teach News Literacy.


The course trains students to look for various details that may indicate the validity of the story. Does the body of the story actually relate to the headline? Are there a lot of overstated or extreme sentences? Are there facts in the story and can they be proven? Is it written by a well-known journalist?


Richard Hornik is the Director of Overseas Partnership Programs for the Center for News Literacy. He says the problem of fake news really has two parts: stories with actual false information, and poor journalism in general.


“It’s not about spotting a bogus (or false) piece, it’s also about spotting a piece that could have been better… to quote Daniel Patrick Moynihan, a former senator from New York, ‘everyone is entitled to their own opinions but not entitled to their own facts.’”


In some ways, Hornik says that Schneider anticipated the fake news crisis. He says, “His [Schneider’s] insight was that there is no point in training quality journalists if the public didn’t really know the difference between journalism and something else…”


Spreading the news


The University of Michigan, or UM, has a similar course to train students to research the validity of news stories, and to be aware of biases.


Doreen Bradley is the university’s Director of Learning Programs and Initiatives. She says, “What is really an important step for people is realizing they don’t come with an unbiased view, that they have a certain viewpoint.”


She gives this advice to students: “take yourself out of your own current view and to appreciate someone else’s…we think is really critical for dialogue.”


Another problem, Bradley says, is the fact that most students are using Facebook and Twitter to get their news, rather than going to more traditional news websites or publications.


Students are too busy


Michelle Sheng is a third-year student at the University of Michigan. Sheng finds that students either just stop reading the news or only take news from one source that they trust.


“A lot of people are jaded about the news. People are too busy to keep up with the news, and it is really easy to take whatever news is given to you because you don’t have the time to figure it out yourself,” she says.


For her part, Sheng recently created a digital exhibit for the university library of images to educate students on steps they can take to better analyze the news.


Educating the public


Richard Hornik feels it is important to educate an even larger audience, beyond American university students.


Hornik and the Center for News Literacy have developed teaching resources, as well as a free online news literacy course on Coursera. The news literacy courses have been taught at universities in Vietnam, Malaysia, Myanmar, Australia, Russia, Hong Kong, and Poland.


They are also trying to reach a younger audience. They have partnered with several secondary schools in the American state of New York to teach news literacy.


One school is the Intermediate School, or IS, 303 in Brooklyn borough of New York City. The school uses various activities, like having students determine whether videos on YouTube were real or fake, or if websites are independently confirming their stories before printing them.


According to the New York Times, IS 303 teacher Rema Kaddah tells her students to be selective about what they take and accept as truth, and to not accept somebody else’s truth. They need to be ready to “fact check this world.”


Middle school is not too early to start, it seems. As Stony Brook university student Paula Pecorella says, news literacy should begin “by the time you start interacting on the web, whether it’s social media or any other kind of forum.”


Changing human behaviors


Doreen Bradley of the University of Michigan says people should research and confirm what they read online. However, she says, “to change human behavior is a difficult thing… but that really is the only thing that is going to help.”


Hornik agrees as well. “The biggest problem is not getting people to be able to recognize bad journalism or fake news, the biggest problem is getting people to want to recognize it. Our brains are wired to seek out information that agrees with our current beliefs.”

Words in This Story



anticipate – v. to think of something that will or might happen in the future​


algorithms – n. a set of steps that are followed in order to solve a mathematical problem or to complete a computer process​


bias – n. a tendency to believe that some people, ideas, etc., are better than others that usually results in treating some people unfairly​


bogus – adj. not real or genuine​


dialogue – n. a discussion or series of discussions that two groups or countries have in order to end a disagreement​


digital exhibitn. an electronic work of art, designed to demonstrate a concept, that his housed in a cultural or educational setting.


headline – n. the title written in large letters over a story in a newspaper​


literacyn. the ability to read and write​


jaded – adj. feeling or showing a lack of interest and excitement caused by having done or experienced too much of something​


validity – n. the quality of being real or correct​


  1. 网传日月光Q4产能利用率降至70%
  2. 新型存储器已经开始增长,到20
  3. 市场人士透露:联发科在汽车芯片
  4. 【VOA在线闲聊】三星收购Arm会步英
  5. Nikola召回迄今为止生产的93辆Nik
  6. 蚂蚁数科两项区块链专利完成一对
  7. 蔚来申请注册“NIO CERTIFIED 蔚来官
  8. 获小米超千万投资 改装车公司工
  9. 法拉第未来首款电动汽车FF 91再次
  10. 消息称LG显示计划明年生产920万块
  11. 宝马面向欧洲市场推出最小的跨界
  12. 美国副总统哈里斯承诺就电动汽车
  13. 知情人士透露称马斯克和推特CE
  14. 因苹果缩减订单 台积电或修改明
  15. LG推出一项新技术,以开放局域网
  16. 小米13正式上线:骁龙8Gen2发布1
  17. 米家3 KG迷你洗衣机售价699元
  18. 苹果公司官方非常兴奋:印度将生
  19. 中国广电在全国31个省区开通广电
  20. 华为 Mate 50 Pro国外上市:售价远高
  21. 特斯拉柏林超级工厂回收工厂发生
  22. 华为 Mate 50原价4999
  23. iPhone 14销售比上一代下降了11%
  24. 2021至2025中国台湾将投350亿元新台
  25. 华为Mate50Pro预定5 G芯片,苹果公司
  26. 锐龙7000核显性能实测 单核及多核
  27. 索尼PS5最新更新:6 nm制程功率与
  28. 华为会议马上就要开始了!一种全
  29. 小米再次成为了冠军!该系列产品
  30. 还能吸收病毒?!戴森首个产品也
  31. 小米又推出了一款新产品,售价
  32. Imagination携手百度飞桨创建Model
  33. 奔驰要不要再加价?2024将发布
  34. TikTok在英国或被罚款2900万美元 被
  35. iPhone15PM改用 ULTRA:笔记本和 iPa
  36. 因库存不断提升存储芯片持续降价
  37. 预计小米Civi2将推出五款新产品
  38. 可靠商务桌面电脑推荐:联想M4
  39. 受飓风影响:NASA撤回阿尔忒弥斯
  40. 《三体》影迷们疯狂了!
  41. 4090设计实在是太离谱了!
  42. Meta试图Facebook和Instagram账户添加到
  43. 苹果公司在技术上遭受重大挫折,
  44. 我国成功发射遥感三十六号卫星,
  45. 骁龙8Gen2+120 W快速充电!小米13系
  46. 屏幕下手机价格大跌,灵动岛安卓
  47. 亚马逊宣布下月举办新会员促销活
  48. 酷睿i9-13900K预告片,5.8 GHz稳定!
  49. 美国流媒体巨头Netflix宣布在芬兰
  50. 外科手术机器人 商业化将加快世