This 2-hour strategy invites students to create an educational video correcting online misinformation and offering strategies for evaluating and correcting other misinformation their audience might encounter. Using their example and analysis from the "Information Matters I" strategy, students will create their online video using Adobe Spark Video.
Adobe Spark Video allows even novice users to create high quality, professional-looking videos. For more customization options, students might elect to use Adobe Premiere Rush instead.
Students use their analysis of viral misinformation from the “Information Matters I” strategy to plan a video informing a general audience about how to identify online misinformation and find credible information. They sketch an informal storyboard of key concepts to cover in their video and gather necessary content. (60 minutes)
Students create an Adobe Spark Video showcasing their specific analysis as well as some general ideas about how to improve online news literacy. They use these steps to guide them. Students can examine an example here, and read/watch a tutorial here. (60 minutes)
Students share their videos with the instructor and peers as assigned. (5 minutes)
In this 2-hour strategy, you will communicate your knowledge about how to identify, analyze, and correct online misinformation to a general audience by creating an Adobe Spark Video. Your video will help your audience understand more about how to analyze and evaluate potential misinformation online.
Adobe Spark Video allows even inexperienced users to create engaging, powerful video projects. For further video production options, such as the easier integration of both music and audio, you might choose to create this video using Adobe Premiere Rush.
1. In your work for the "Information Matters I" strategy, you identified and analyzed an example of viral misinformation you found online. If you’re starting this strategy without having completed the “Information Matters I” strategy, you may want to revisit the earlier strategy and review the information found in Step 1.
For this strategy, you’re going to take what you’ve learned and share your knowledge with a new audience by creating a video. Make your video for a general-interest audience who might be able to view your video online while looking for information about news literacy and misinformation.
In addition to informing your audience about what you learned about your specific example of online misinformation, you’ll also provide some general tips and strategies for how your viewers can evaluate other online information for validity and credibility. To do this, you’ll draw on the reading you did as part of “Information Matters I”, Step 1.
To prepare to create your video, sketch out a basic storyboard that helps you know the order of information and content you’ll include in your video. For more information about storyboards, you might check out this brief resource from Hampshire College. You can find other storyboard resources and templates here. (60 minutes)
You might consider including the following sections in your video:
A definition of misinformation.
An explanation of how and why misinformation spreads online.
An overview of the example of misinformation you analyzed.
The accurate information you found that corrects the misinformation in your example.
Key tips and strategies for avoiding misinformation and finding credible information online.
2. Using your storyboard as a guide, use Adobe Spark Video to create a 2-3 minute informational video. In addition to the content you created in the previous step, your video should also include:
Clear references/citations for the sources you use in the video.
A combination of visuals and text to help relate your points.
At least 2-3 concrete tips to allow your viewers to make a plan to combat misinformation they find online.
Consider how you can help your audience see the value of verifying information they find online.
Be sure to consult the strategy rubric for a sense of how your video will be assessed. (60 minutes)
3. Share your video as instructed by your professor. Beyond whatever sharing requirements your instructor gives you, consider sharing your video on your own social media accounts. Your voice can play an important part in combating viral misinformation. (5 minutes)
Consult the attached rubric to evaluate students' videos.