Feeling overwhelmed by information overload? So are your students. As we wade through world events, media literacy is crucial for navigating the vast landscape of information coming at us. And while English language educators are already adept at teaching language and communication, media literacy may not always feel like a comfortable topic to integrate in the classroom. In an age where algorithms deeply influence information flow and decision-making processes, it is paramount to integrate critical thinking and media literacy into our lessons. 

Understanding key terms related to media literacy can help students discern fact from fiction and engage more critically with the news. Here are some essential terms that can kickstart educators’ understanding of the media, so that we can, in turn, guide students to become more informed media consumers and global citizens. 

Bias

Before we get into any other terminology, the first tenet of media literacy is recognizing bias. So much of the way we interpret what we see and share information is based on bias—how someone frames an issue and how that fits into our existing worldview. 

Most simply, bias refers to the inclination or prejudice for or against one person, group, or point of view. Every piece of media is produced with a certain degree of bias, and bias is the lens through which we see the world, no matter how objective we think we are. Students need to learn how to spot biases, both in others’ content and in their own interpretation of media. 

There are myriad types of bias, and for the most part, people are not conscious of the biases that influence their decisions and opinions. The one we’ve discussed most on the podcast is confirmation bias: when we interpret new evidence as confirmation of an existing belief. That’s why you see people with opposing perspectives come to radically different conclusions about the same piece of news; they fit the new information into their existing narrative. Take the two recent killings in Minnesota, USA—same stories, two vastly different reactions.

Misinformation, Disinformation & Fake News

Misinformation refers to false or inaccurate information spread without malicious intent, and it is pervasive in our online world. It’s so easy to hit the repost button on something that evokes a strong emotion in us, even if it isn’t true, especially when it plays to our existing biases. It might be shared accidentally, but it can still lead to misunderstanding and misinformation. Teaching students to identify and question the accuracy of information can at least help mitigate the issue and protect them from falling for falsehoods. 

Unlike misinformation, disinformation is intentionally deceptive. It is crafted and disseminated to manipulate and mislead audiences for various agendas. Educating students on the motivations and strategies behind disinformation helps them become more vigilant and critical consumers of media. According to our recent guest, Andrea Collados, “just asking questions like, why is this person posting this photo? What does he or she want to show?  [...] Is he or she selling something? [...] Why are the people commenting this or saying that?” is a great start. 

Overlapping with misinformation and disinformation is the buzzword fake news. This term is often tossed around in a joking way. But jokes aside, fake news is serious business in today’s media landscape. It is fabricated information disguised as real news. In the case of misinformation—remember, not intentionally misleading—fake news could be published by a reputable outlet that unknowingly cites an incorrect source. But in the case of disinformation, the entire news story, video, or other type of media is entirely made up. 

This is where AI has muddied things up, especially on our social media feeds; it’s so easy to create and share an imperceptibly fake video, and as generative AI tools get more sophisticated, the harder it will get to spot the fakes. That’s why it’s so urgent for teachers to analyze media with their students and identify the signs that a video is AI-generated. “As educators, it's our responsibility to help students to discern what's fake and what's not,” concludes Collados. 

Propaganda

While fake news, misinformation, and disinformation deal with false information, the information spread through propaganda may actually be true—but with a catch. According to the Oxford English Dictionary, propaganda is “the systematic dissemination of information, especially in a biased or misleading way, in order to promote a political cause or point of view.” The idea is to sway your opinion. Propaganda techniques often include simplification (good vs. evil), exploitation (pulling at your heartstrings), exaggeration, and division (us vs. them), and it happens on all sides of the political spectrum. 

As we illustrated in our Media Literacy 102 episode, a neutral-enough example to help illustrate this is the infamous SPCA commercial from the late 2000s featuring Sarah McLachlan’s song Angel. The content isn’t false in any way, but it’s hard not to feel pity for the animals and want to do something about it. The ad is using emotional exploitation to urge you to donate to the cause. 

An ad like this may be largely innocuous, but it’s easy enough to apply the same analysis to most political rhetoric out there (e.g. “Renee Macklin Good and Alex Pretti were domestic terrorists”—a clear example of simplification, exploitation, exaggeration, and division; or, on the opposite end of the spectrum, images of Liam Conejo Ramos, which evoke strong emotions, as well), where truths are stretched and weaponized to sway public opinion. Recognizing these techniques allows students to question and analyze the motives behind certain media messages. 

Algorithms & Echo Chambers

All of this is exacerbated by the digital bubbles we all live in. As we discussed at length on our latest episode, our social media algorithms feed us content based on how we have reacted to previous content, digging us deeper and deeper into our own little echo chambers. It becomes harder and harder for us to understand the perspectives of those who do not agree with us, because our algorithm only shows us content aligned with our existing views. This is where it becomes important to actively seek out diverse perspectives. Having students analyze their own social media feeds and recognize how the algorithm reflects their own biases is a useful tool to challenge the social media bubble. 

Clickbait & Ragebait

At this point, it feels like everything we see online involves some form of clickbait. Clickbait essentially means content designed to make people click on or view it. It can be a sensationalized headline or perhaps a video that starts with a clip meant to evoke a strong emotion and capture our attention—think ragebait. The issue, as we see it, is that these tactics have been normalized, even touted as best practice, across all of social media, as a means to elicit likes and comments. The algorithm rewards it, so, naturally, people design their content in a clickbait-y way. Encouraging students to look beyond the sensational and question the content’s credibility is essential.

Conspiracy Theories

A conspiracy theory is “a theory that explains an event or set of circumstances is the result of a secret plot by usually powerful conspirators” (Merriam-Webster Dictionary). The information the theory is based on could be true; it’s the conclusion based on that information that may seem far-fetched. Confirmation bias and several other logical fallacies usually play a role in shaping a conspiracy theory. 

Note, however, that the theory could turn out to be true—and this has happened before. When rumors started circulating that the U.S. government was experimenting on African American men with syphilis, it tragically turned out that, indeed, 400 men were involved in the Tuskegee Syphilis Study without consent. When dealing with these kinds of power structures, especially when minoritized, vulnerable groups are involved, it’s important to listen to these communities’ concerns. 

But, in most cases, the odds of a conspiracy theory actually panning out are pretty slim. Alien lizards running the US? Sounds pretty unlikely. But conspiracy theories can have real impacts. It’s helpful to introduce students to the logical fallacies that often underlie these theories, and how to engage with a conspiracy theorist. 

The world of media literacy is vast, and these are just some of the key concepts that are important to stay informed and minimize manipulation by the media. By familiarizing students with these key terms, educators empower them to navigate the media landscape with greater awareness and critical thinking skills. 

For more practical activities to try with students in the ESL or EFL classroom, try these 10 activities to boost media literacy. 

AI Statement: AI was used to generate an outline for this article based on content from episodes by The Teacher Think-Aloud Podcast. A human author then revised an consolidated the outline and updated and rewrote the content.