CHALLENGES TO MEDIA LITERACY IN AN ERA OF FAKE NEWS

According to studies conducted by Ipsos and Stanford University, individuals demonstrate a weak ability to discern so-called fake news stories from news stories based on real and/or evidence-based events. In the Stanford study, students from middle school to college were unable to judge the credibility of news stories shown to them. The initial reaction from Facebook was the development and deployment of a four-step plan to decrease the availability of fake news stories at least on its platform. The challenge posed by discussions of fake news centers not on 'what to do about it' but rather how to understand it from both 'sides'. Invariably any given news story contains a specific frame. To this I add the term media narrative within a specific and contextualized definition to address the challenge. Furthermore, I situate the term fake news historically but also with reference to the semiotic use of the term by President Donald Trump. I then suggest reasons why fake news exists today in an increasingly mediated environment where attention-as-currency is paramount to the online experience. Finally, I propose ways in which we can help our students identify and challenge fake news.