"All Lies Matter!": Revealing Misleading Information in Media Stories about Police Brutality

Autor/in	Jones, Eric K.
Titel	"All Lies Matter!": Revealing Misleading Information in Media Stories about Police Brutality
Quelle	In: Multicultural Education, 25 (2018) 3-4, S.41-46 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Leitfaden; Unterricht; Lehrer; Deception; Police; Violence; News Reporting; Teaching Methods; Media Literacy; Undergraduate Students; Problem Based Learning; Homework; Discussion (Teaching Technique); Social Media + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Täuschung; Gewalt; News report; Reportage; Teaching method; Lehrmethode; Unterrichtsmethode; Media skills; Medie competence; Medienkompetenz; Problem-based learning; Problemorientiertes Lernen; Hausaufgabe; Soziale Medien
Abstract	The problem of police brutality in Black and Brown communities has become a very frustrating issue. Part of the reason for exasperation lies with the fact that the country is divided when it comes to the notion of responsible policing. This became apparent when the "Black Lives Matter" movement was quickly met by obstinate supporters of police officers, rebelliously retorting chants of "All Lives Matter" and "Blue Lives Matter." The events relating to these movements publicized through media outlets raised the following question: How do educators teach students how to cut through the emotional trauma of harrowing stories in order to find credible information? Part of the answer is to help students detect distorted ideas about police brutality that pervade media coverage. Some of the stories covering the issue of police brutality have contained misleading viewpoints even when the journalists appear to be citing reputable research on the topic (Simon, 2016). This article describes a teaching strategy that features one such article. This lesson requires students to complete several tasks: first, they must read the article as a homework assignment, they must then deconstruct the article's coverage for misleading ideas, and finally they must critique a social media post while participating in a media literacy exercise. Once the students are finished, they should be able to demonstrate competency in detecting misleading media themes and be able to judge the credibility of research studies. This article explains in detail how to reach these learning goals with college students at the undergraduate level. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01