Algorithms are a black box. We can see them at work in the world. We know they’re shaping outcomes all around us. But most of us have no idea what they are — or how we’re being influenced by them.

Teachers are looking for ways to integrate media literacy into their classroom – especially since it became obvious that students cannot distinguish between real or fake news. Here are six ways to help you teach your students to be media literate.

Misinformation and distrust are the characteristic of our time. They make the question of how to approach and promote critical digital literacy particularly important. Gianfranco Polizzi suggests ten texts that offer a framework for thinking about how to do it.

The former editor-in-chief of the Guardian looks back on two decades that changed journalism for ever.

Hygiene checks of online info can be as simple & automatic as hand washing & seatbelt wearing. What follows are some of the techniques we teach our students as they learn to navigate the web.

“Fake news” no longer communicates what journalists often think it does.

In the era of information wars, Wikipedia's Arbitration Committee is working to keep the internet honest.

There are different ways that fake news sites fake us out. In GIJN’s latest tutorial, Olga Yurkova, co-founder of Ukrainian fact-checking project StopFake, runs through six main techniques used and offers some simple tools to verify what is true — and what isn’t.

"Around three weeks into our summer program, one of the high school interns asked: “Is the Chicago Tribune a reliable source?”
While the answer was obvious to us, the intern’s comment illustrated a larger, more important point: students don’t know who to trust anymore (including a 27-time recipient of the Pulitzer Prize)."

Free media are not “the enemy of the people” – and that is precisely why they are under attack from politicians all over the world. Free media can empower people – that Is why strongmen attack them.

While bots are one of the major trends in digital communication, many users don’t know much about what they are — or their power to influence public opinion through spreading disinformation and propaganda.

Plays can be bought for pennies and delivered in bulk, inflating videos’
popularity and making the social media giant vulnerable to manipulation.

We talk to five different experts on ways you can identify and fight disinformation.

Here's how to make sure your teachers can help students become responsible digital citizens.

The dominant position of Russian-language media has left Moldova the most vulnerable country in Eastern Europe to Kremlin propaganda, a new study claims.

Fake news entails real problems. Many European countries are facing spring elections amid growing concerns regarding alleged Russian propaganda, manipulative misinformation and brainwashing social media strategies launched by unscrupulous companies profiting through the dissemination of clickbait content........

Big tech companies are asking themselves where their responsibilities start and stop. Sorting that out will be complicated and may end up increasing their power.

This is the edited text of a talk by Cherian George given on an international symposium, “The Journalism We Need”, at Stanford University on May 11, 2018.

Phil Tinline explores the history of disinformation - and examines techniques that are back in use today. Based on a Radio 4 documentary.

So-called ‘anonymous’ data can be easily used to identify everything from our medical records to purchase histories

What is the right to be forgotten and how it impacts journalists covering issues of public interest?

The digitalisation has significantly changed the dynamics of journalism and the job of journalists. Journalism education should stay abreast of these changes. Against this background, we have analysed how academic journalism education in Germany, Hungary, Portugal and Romania teaches new skills needed for todays’ journalists. The key focus is on data journalism, collaborative journalism, new business models and ethical challenges for journalists in the digital age.

First up, ‘teaching data journalism fast‘ — techniques for one-off data journalism classes aimed at general journalism students.

In contrast to the one-off classes involving data journalism, courses and modules that focus on data journalism skills present a different type of challenge. These courses typically attract a different type of student, and provide more time and space to work with.

What if journalists covered controversial issues differently — based on how humans actually behave when they are polarized and suspicious?

More than 200 people from 56 countries gathered at the St. Stephen's School in Rome from Wednesday to Friday this week for the fifth annual Global Fact-Checking Summit.

Screen time is a battle for many families. I've talked with parents who lock video game systems in the car overnight, hold on to iPad chargers, or who refuse to get a teen's cracked phone screen fixed, all to curb use.

We take a more global look at what is often incorrectly perceived as an American problem. We measure ‘concern over’ and ‘exposure to’ multiple forms of misinformation, and look at how both vary across countries. Based on how audiences perceive the problem, we consider different types of what our previous audience research suggests ordinary media users consider misinformation, including some content produced by the journalistic profession, as well as content produced outside.2 We also consider possible responses to the problem of misinformation, and uncover which of these audiences would most like to see.

Discussions over misinformation, disinformation, and ‘fake news’ have reignited interest in news literacy. A wide range of different actors — from educators to technology companies — believe that raising news literacy would make people better able to separate fact from fiction, potentially limiting the spread of false information and leaving them better equipped to navigate partisan media environments. Others, however, have struck a note of caution by arguing that we need to think carefully about what news literacy should look like.

Dr Shakuntala Banaji, Associate Professor in the Department of Media and Communications at LSE, talks to LSE MSc student Jack Marks about historical examples of ‘fake news’, media literacy, the limits of regulation and the (mis)representation of young people in the media.