The rather complicated looking graphic above (and variations of it) can be found on numerous websites and has been shared frequently on social media. The reason the graphic is so complicated is that it deals with a complicated concept: bias.
Not only do we have to coach our students to watch out for fake news, but we also have to teach them to recognize bias in news.
Bias is that prejudice, favoritism, or partiality for or
against a certain person, thing, belief, or group (think political party) that
has made its way into our culture to cause all sorts of disruptions...similar
to how termites infest a piece of wood, ultimately compromising its integrity.
And I know what you're thinking—journalists are supposed to maintain a professional neutrality and show no bias whatsoever, right?
Wrong.
The media landscape has changed in recent years, particularly the television landscape, and these changes have been seemingly magnified by the internet and social media platforms. Partisan politics drives some news outlets, so the neutrality that journalists are supposed to maintain can't be found everywhere.
Another word or two about bias: We also have to help students be aware of their own biases. Everyone has them, even though we may not realize it. If students are cognizant of their own biases, they then have the opportunity to try to see an issue from another perspective. It may require a little bit of extra work—research or watching a news program they might not normally watch or even engaging in conversation with someone they may not agree with, but ultimately it will be worth it for them to display their maturity and open-mindedness...and this brings me to that second word on bias: We should strive to engender in our students respect for the biases of others. Even if they don't agree, they can still have respect for people who think differently from themselves. Again, this will display their maturity and open-mindedness and hopefully squelch some of the arguments that break out on social media over politics and other controversial topics.
Closely related to bias is journalism of affirmation and the idea of the echo chamber. Journalism of affirmation occurs when news consumers seek out sources of news that appeal to, or affirm, their own beliefs, and some of those biased news outlets are only too happy to cater to such an audience, which leaves the audience members stuck in an echo chamber, hearing nothing but what they want to hear.
Of course, this is a dangerous method of news consumption, particularly when it comes to political matters. Those who attend to only the news that suits their own world viewpoints are not necessarily getting the whole story, and they're certainly not getting an unbiased look at it.
Complicating this already complicated concept is the proliferation of talking heads on our televisions and digital devices who engage in news commentary—offering their opinions on the news instead of just reporting the facts. Some student may not be savvy enough to distinguish opinions from facts, especially when the opinions are presented in an authoritative manner by "experts" and conveyed as news.
So, now that we've gotten all of that out of the way, here are some key points you can share with your students to help them recognize and avoid bias in news content.
Language
When students come across information they suspect may be biased, they should take a moment to conduct a little research to see how it's being reported by other reputable media outlets. Language can be a big indicator here. Have them examine the headline (or onscreen banners if it's televised news) and pay attention to the descriptors to see if they use language that is not neutral—any words or phrases that disparage or that heap praise on a person or event will be a red flag that the story is being reported in a biased manner.
News Outlets
Students should seek news from a variety of outlets to avoid falling into the trap of the echo chamber. If they find that they agree with everything one news outlet is saying, then it's time to move on and add some variety; in fact, encourage them to strive for variety to begin with—that way, they will be well read and have the opportunity to form their own opinions and beliefs instead of accepting the opinions and beliefs of others.
News Sources
Have students pay attention to the people interviewed for the stories they read or view. If a majority of the sources appear to have views slanted one way or another, bias could very well be the reason. Some research might be required here to check out a source's background, but it's well worth it—with a little bit of work, students may be able to find out information on a source's political affiliation, previous positions held, education, and/or organization membership, some of which can indicate if the person in question may predisposed to bias.
Selection
Encourage students to compare the amount and type of coverage a story is getting by various news outlets. They should then consider what a news outlet might have to gain from underreporting or overreporting a story—if there appears to be an agenda. Students should also attend to the selection of images and graphics; like language, these elements can be manipulated and can betray bias.
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Examples
If you need examples to help your students understand bias better, some internet sites generally considered biased are listed below.
Addicting Info
Alex Jones' Infowars
Breitbart News Network
DeepStateNation
Adapted from
Horton, A. (2018). Critics of Dan Rather's tips about fake news brought up his past. But the points are still solid. The Washington Post.
https://www.washingtonpost.com/news/arts-and-entertainment/wp/2018/04/04/critics-of-dan-rathers-fake-news-tips-brought-up-his-
past-but-the-points-are-pretty-solid/?utm_term=.638d3538e040
Moran, K. (2018). 7 tips for teaching readers how to recognize bias. WeAre Teachers. https://www.weareteachers.com/recognize-bias/
