Media Literacy by Jim Triplett

I was out with my family at a restaurant recently and could not help notice how many people were glued to their smartphones rather than engaging in conversation with those seated at their table.  I see this in my classrooms as students enter, find their seats, and wait for class to begin.  Students use their smartphones to connect with others, and they increasingly use them for learning activities; however, just because they are skilled at using their phones to stay connected, they should be careful to not assume this skill applies to information and media literacy. 

Media literacy is one's ability to utilize, examine, and analyze the media. This requires that he or she conduct research and compare information found with different sources using a critical lens. As part of the examination, it is important to evaluate bias within the media and explore how these views impact the information that is reported (Paul & Elder, 2008).  

Media literacy is also important because a good portion of our decision-making today is based on current information typically delivered by social media, among others.

Since social media is a significant source of current events for many, one within which confirmation bias is present, there exists a need for a critical lens for everyday decision-making by those who use it regularly. Confirmation bias is when people look for information that coincides with their established opinion, which can prevent a person from considering plausible views others hold.   Confirmation bias is also referred to as a form of self-deception, as noted in this Psychology Today article.

Media literacy involves knowing how to sort information into what is and is not valid and reliable, and it also involves being aware of the potential for confirmation bias (it can be very subtle).  Actively seeking opposing views is one strategy to address this form of bias.  Another involves creating a process by which information is assessed for validity and reliability, such as whether or not the messenger is credible and if he or she has a vested interest in advancing the information.

Consider who is on your friends list with one or more social media applications to which you subscribe.  Ask yourself where confirmation bias may be present in information you receive and how you may develop effective media literacy skills.

Paul, R., & Elder, L. (2008). The thinker's guide for conscientious citizens on how to detect media bias & propaganda in national and world news. Dillon Beach: CA: Foundation for Critical Thinking Press.

Jim Triplett is an author, instructional designer, and instructor in the areas of finance, economics, ethics, and critical thinking. Jim holds Masters Degrees in Finance, Organizational Leadership, and Instructional Design Technology, is ABD / PhD in Organization and Management, and is currently completing a doctoral degree, Ed.D, in Educational Leadership with a focus on Educational Technology.

Jumping to Conclusions by Andy Jobson

We live in an age dominated by sound bites and hashtags—simplistic thinking and immediate gratification. I like some parts of it, like being able to call up the next episode of a favorite TV show without having to wait for another week (or, in the case of shows I like, never having access to these obsolete shows), but I am deeply concerned about the trend.

This became more evident to me over the summer as I watched the responses to the news cycle, specifically to the deaths of two black men from police shootings in the course of just a few days. Both are undoubtedly tragedies, but in both cases, as with previous shootings, people rushed to judge the situation before having all the facts.  Without getting political, I want to encourage teachers to remember just how important it is to teach the process of gathering evidence, of considering alternative scenarios, and of waiting instead of “rushing to judgment” for something we hear about on social media or a news update.


I fear that many teachers are not emphasizing this important skill.  At the NEA Conference in July, I was helping izzit.org provide free DVDs.  Many teachers were quite excited to realize that the resources were indeed free to them (thanks to generous donors!), but I remember one who was looking at the “Raise the Wage” DVD.  I noted that the program tried to be as even-handed as possible but did indicate that maybe raising the wage was not such a great idea. 


Upon hearing this, she immediately huffed that that was a ridiculous idea, that she believed firmly in raising the minimum wage.  When I gently suggested that perhaps her students would benefit from hearing both sides, as she obviously felt strongly about the issue, she left pretty abruptly.  It’s a good reminder to me to be willing to listen to both sides and to encourage my students to do the same. This doesn’t mean I can’t determine who has the better answer, but I need to model the process of inquiry instead of immediacy.  Perhaps you will benefit from the reminder as well.

An educator of 22 years, Andy Jobson has taught government, economics, and U.S. History. Currently teaching English literature at Riverside Military Academy in Gainesville, GA, he’s also  been an administrator, a STAR teacher twice, and taught elementary school with Teach for America.

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