Building Resilience to Misinformation: An Instructional Toolkit
Identifying Misinformation
- Identifying MisinformationReviewing the different modalities of (mis)information, this module explores how aspects of credibility, including the modality of information, intent, and sources of information all impact our responses to different information we encounter.
- Identifying Misinformation PowerPoint Slides with Notes Want the PowerPoint slides with the script in the notes? Download this!
References, Additional Tools, and Recommended Readings
Agarwal, N. K., & Alsaeedi, F. (2020). Understanding and fighting disinformation and fake news: Towards an information behavior framework. Proceedings of the Association for Information Science and Technology, 57(1), 1-4. https://doi.org/10.1002/pra2.327.
Bailey, T. C., & Hsieh-Yee, I. (2019). Combating the Sharing of False Information: History, Framework, and Literacy Strategies. Internet Reference Services Quarterly, 24(1-2), 9-30. https://doi.org/10.1080/10875301.2020.1863286.
Belief. (n.d.). Merriam-Webster Dictionary. Retrieved December 16, 2022, from https://www.merriam-webster.com/dictionary/behavior .
Behaviour. (n.d.). Merriam-Webster Dictionary. Retrieved December 16, 2022, from https://www.merriam-webster.com/dictionary/behavior .
Clarke, J., Proudfoot, J., Vatiliotis, V., Verge, C., Holmes-Walker, D. J., Campbell, L., Wilhelm, K., Moravac, C., Indu, P. S., Bridgett, M. (2018). Attitudes towards mental health, mental health research, and digital interventions by young adults with type 1 diabetes: A qualitative analysis. Health Expectations, 21(3), 668-677. https://doi.org/10.1111/hex.12662.
Cooke, N. A. (2018). Fake News and Alternative Facts: Information Literacy in a Post-Truth Era. American Public Library Association.
Cowles, K., Miller, R., & Suppok, R. (2024). When Seeing Isn’t Believing: Navigating Visual Health Misinformation through Library Instruction. Medical Reference Services Quarterly, 43(1), 44-58.
Dan, V., Paris, B., Donovan, J., Hameleers, M., Roozenbeek, J., van der Linden, S., & von Sikorski, C. (2021). Visual Mis- and Disinformation, Social Media, and Democracy. Journalism & Mass Communication Quarterly, 98(3), 641-664.
European Commission (2018). A multi-dimensional approach to disinformation: Report of the independent High level Group on fake news and online disinformation. https://digital-strategy.ec.europa.eu/en/library/final-report-high-level-expert-group-fake-news-and-online-disinformation.
Guarda, R. F., Ohlson, M. P., Romanini, A. V. (2018). Disinformation, dystopia, and post-reality in social media: A semiotic-cognitive perspective. Education for Information, 34(3), 185-197. https://doi.org/10.3233/EFI-180209.
Hobbs, R. (2017). Teaching and Learning in a Post-truth World. Educational Leadership, 75(3), 26-31.
Kaufmann, B. (2024, July 22). ‘Explosive:’ stubborn heat, long-term drought expected to worse Alberta wildfire situation. Calgary Herald. https://calgaryherald.com/news/local-news/heat-drought-worsen-wildfires-alberta.
Khan, M. L., & Idris, I. K. (2019). Recognise misinformation and verify before sharing: a reasoned action and information literacy perspective. Behaviour and Information Technology, 38(12), 1194-1212. https://doi.org/10.1080/0144929X.2019.1578828.
Kim, S. (2017). Social media algorithms: why you see what you see. Georgetown Law Technology Review, 2(1), 147-154.
Li, Y., & Xie, Y. (2020). Is a Picture Worth a Thousand Words? An Empirical Study of Image Content and Social Media Engagement. Journal of Marketing Research, 57(1), 1-19.
Markusoff, J. (2024, July 24). With new Flames arena, Calgary pays more to get more. CBC News. https://www.cbc.ca/news/canada/calgary/arena-calgary-flames-design-green-line-analysis-1.7272975.
Martzoukou, K. (2020). Academic libraries in COVID-19: A renewed mission for digital literacy. Library Management, 42(4/5), 266-276. https://doi.org/10.1108/LM-09-2020-0131.
McQuail, D., & Deuze, M. (2020). McQuail's Media and Mass Communication Theory (7th ed.). Sage Publications Ltd.
Nygren, T., & Guath, M. (2021). Students Evaluating and Corroborating Digital News. Scandinavian Journal of Educational Research, 1-17. https://doi.org/10.1080/00313831.2021.1897876.
Prentice, D. A. (1987). Psychological Correspondence of Possessions, Attitudes, and Values. Journal of Personality and Social Psychology, 53(6), 993-1003. https://doi.org/10.1037/0022-3514.53.6.993.
Rokeach, M. (1968). Beliefs, Attitudes and Values: A Theory of Organization and Change. Jossey-Bass Inc.
Scheibenzuber, C., Hofer, S., & Nistor, N. (2021). Designing for fake news literacy training: A problem-based undergraduate course. Computers in Human Behaviour, 121, 1-13. https://doi.org/10.1016/j.chb.2021.106796.
Strasser, S. (2024, June 17). Hundreds sign on to legal challenge to appeal blanket rezoning. Calgary Herald. https://calgaryherald.com/news/local-news/hundreds-sign-on-to-court-action-to-appeal-blanket-rezoning.
Sundar, S. S., Molina, M. D., & Cho, E. (2021). Seeing is Believing: Is Video Modality More Powerful in Spreading Fake News via Online Messaging Apps? Journal of Computer-Mediated Communication, 26, 301-319.
Tandoc Jr., E. C., Lim, Z. W., Ling, R. (2018). Defining "Fake News": A typology of scholarly definitions. Digital Journalism, 6(2), 137-153. https://doi.org/10.1080/21670811.2017.1360143.
Tay, Q. L., Hurlstone, M. J., Kurz, T., & Ecker, U. K. H. (2022). A comparison of prebunking and debunking interventions for implied versus explicit misinformation. The British Psychological Society, 113(3), 591-607. https://doi.org/10.1111/bjop.12551.
University of Calgary Libraries and Cultural Resources. (2018). Primary Sources. Research Guides. https://libguides.ucalgary.ca/guides/primarysources.
University of Calgary Libraries and Cultural Resources. (n.d.). High School Classes. Research Guides. https://libguides.ucalgary.ca/guides/highschool/scholarly-sources.
University of Toronto Libraries. (n.d.). UTSC Finding Primary Sources. University of Toronto. https://guides.library.utoronto.ca/c.php?g=250552&p=1671079.
University of Toronto Libraries. (n.d.). What are secondary sources? University of Toronto. https://onesearch.library.utoronto.ca/faq/what-are-secondary-sources.
University of Toronto Libraries. (n.d.). What counts as a scholarly source? University of Toronto. https://onesearch.library.utoronto.ca/faq/what-counts-scholarly-source.
University of Toronto Libraries. (n.d.). What's the difference between scholarly and peer-reviewed articles? University of Toronto. Retrieved from https://onesearch.library.utoronto.ca/faq/whats-difference-between-scholarly-and-peer-reviewed-articles.
Wardle, C., & Derakhshan, H. (2017). Information Disorder: Toward and interdisciplinary framework for research and policymaking. Council of Europe.
Zerback, T., Töpfl, F., & Knöpfle, M. (2021). The disconcerting potential of online disinformation: Persuasive effects of astroturfing comments and three strategies for inoculation against them. New Media & Society, 23(5), 1080-1098. https://doi.org/10.1177/1461444820908530.
FactCheck.org: Specializing in fact-checking. Operated by the Annenberg Public Policy Center of the University of Pennsylvania. (UPenn)
FLICC: The 5 Techniques of Science Denial: A breakdown of the five most prominent denial techniques from John Cook, an assistant professor at George Mason University specializing in misinformation about climate change.
Harvard Kennedy School Misinformation Review: A peer-reviewed, scholarly publication that 'fast-reviews' content from misinformation scientists and scholars. (U of T)
International Fact-Checking Network (IFCN): Includes a list of media corporations that are verified signatories to the IFCN's code of principles.
Politifact: a fact-checking website operated by the Poynter Institute. Specializes in fact-checking, media literacy and journalism ethics training. (UPenn)
Snopes: Snopes.com is an online fact-checking website that also posts articles that fact-check popular news stories. (U of T)
Ulrichsweb: A site that helps identify if a source is an Academic/Scholarly source or a Consumer (non-scholarly) source. (UBC)
The Washington Post Fact Checker: A section of The Washington Post's website dedicated to fact-checking relevant news stories and uncovering 'The Truth Behind The Rhetoric.' (UPenn).
Bailey, T. C., & Hsieh-Yee, I. (2019). Combating the Sharing of False Information: History, Framework, and Literacy Strategies. Internet Reference Services Quarterly, 24(1-2), 9-30. https://doi.org/10.1080/10875301.2020.1863286.
Baptista, J. P., & Gradim, A. (2020). Understanding Fake News Consumption: A Review. Social Sciences, 9(10), 1-22. https://doi.org/10.3390/socsci9100185.
Elmansy, R. (2016, January 15). 6 Steps for Effective Critical Thinking. Designorate. https://www.designorate.com/steps-effective-critical-thinking/.
Singh, R., & Brinster, K. N. (2021). Fighting Fake News: The Cognitive Factors Impeding Political Information Literacy. In N. G. Taylor, K. Kettnich, U. Gorham, & P. T. Jaegar (Eds.), Libraries and the Global Retreat of Democracy: Confronting Polarization, Misinformation, and Suppression (pp. 109-131). Bingley, England: Emerald Publishing Limited. https://doi.org/10.1108/S0065-283020210000050005.
University of Calgary Research Guides – Primary Sources: This Research Guide from the University of Calgary provides information on primary sources for students, such as examples, how to evaluate primary resources, and more.
U of L Libraries – Citizen Literacy: This online toolkit from University of Louisville Libraries has six separate modules with helpful tools for students, including Lateral Reading and Evaluating Expertise, among others.
University of Louisville. (2023). Paul-Elder Critical Thinking Framework – University of Louisville Ideas to Action. Retrieved from https://louisville.edu/ideastoaction/about/criticalthinking/framework.
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