Tag: education

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Teaching News Consumption and Critical Thinking

Teaching media literacy
Teaching global media literacy to children should be started when they’re young. David Pereiras/Shutterstock

21 November 2018 – Regular readers of this blog know one of my favorite themes is critical thinking about news. Another of my favorite subjects is education. So, they won’t be surprised when I go on a rant about promoting teaching of critical news consumption habits to youngsters.

Apropos of this subject, last week the BBC launched a project entitled “Beyond Fake News,” which aims to “fight back” against fake news with a season of documentaries, special reports and features on the BBC’s international TV, radio and online networks.

In an article by Lucy Mapstone, Press Association Deputy Entertainment Editor for the Independent.ie digital network, entitled “BBC to ‘fight back’ against disinformation with Beyond Fake News project,” Jamie Angus, director of the BBC World Service Group, is quoted as saying: “Poor standards of global media literacy, and the ease with which malicious content can spread unchecked on digital platforms mean there’s never been a greater need for trustworthy news providers to take proactive steps.”

Angus’ quote opens up a Pandora’s box of issues. Among them is the basic question of what constitutes “trustworthy news providers” in the first place. Of course, this is an issue I’ve tackled in previous columns.

Another issue is what would be appropriate “proactive steps.” The BBC’s “Beyond Fake News” project is one example that seems pretty sound. (Sorry if this language seems a little stilted, but I’ve just finished watching a mid-twentieth-century British film, and those folks tended to talk that way. It’ll take me a little while to get over it.)

Another sort of “proactive step” is what I’ve been trying to do in this blog: provide advice about what steps to take to ensure that the news you consume is reliable.

A third is providing rebuttal of specific fake-news stories, which is what pundits on networks like CNN and MSNBC try (with limited success, I might say) to do every day.

The issue I hope to attack in this blog posting is the overarching concern in the first phrase of the Angus quote: “Poor standards of global media literacy, … .”

Global media literacy can only be improved the same way any lack of literacy can be improved, and that is through education.

Improving global media literacy begins with ensuring a high standard of media literacy among teachers. Teachers can only teach what they already know. Thus, a high standard of media literacy must start in college and university academic-education programs.

While I’ve spent decades teaching at the college level, so I have plenty of experience, I’m not actually qualified to teach other teachers how to teach. I’ve only taught technical subjects, and the education required to teach technical subjects centers on the technical subjects themselves. The art of teaching is (or at least was when I was at university) left to the student’s ability to mimic what their teachers did, informal mentoring by fellow teachers, and good-ol’ experience in the classroom. We were basically dumped into the classroom and left to sink or swim. Some swam, while others sank.

That said, I’m not going to try to lay out a program for teaching teachers how to teach media literacy. I’ll confine my remarks to making the case that it needs to be done.

Teaching media literacy to schoolchildren is especially urgent because the media-literacy projects I keep hearing about are aimed at adults “in the wild,” so to speak. That is, they’re aimed at adult citizens who have already completed their educations and are out earning livings, bringing up families, and participating in the political life of society (or ignoring it, as the case may be).

I submit that’s exactly the wrong audience to aim at.

Yes, it’s the audience that is most involved in media consumption. It’s the group of people who most need to be media literate. It is not, however, the group that we need to aim media-literacy education at.

We gotta get ‘em when they’re young!

Like any other academic subject, the best time to teach people good media-consumption habits is before they need to have them, not afterwards. There are multiple reasons for this.

First, children need to develop good habits before they’ve developed bad habits. It saves the dicey stage of having to unlearn old habits before you can learn new ones. Media literacy is no different. Neither is critical thinking.

Most of the so-called “fake news” appeals to folks who’ve never learned to think critically in the first place. They certainly try to think critically, but they’ve never been taught the skills. Of course, those critical-thinking skills are a prerequisite to building good media-consumption habits.

How can you get in the habit of thinking critically about news stories you consume unless you’ve been taught to think critically in the first place? I submit that the two skills are so intertwined that the best strategy is to teach them simultaneously.

And, it is most definitely a habit, like smoking, drinking alcohol, and being polite to pretty girls (or boys). It’s not something you can just tell somebody to do, then expect they’ll do it. They have to do it over and over again until it becomes habitual.

‘Nuff said.

Another reason to promote media literacy among the young is that’s when people are most amenable to instruction. Human children are pre-programmed to try to learn things. That’s what “play” is all about. Acquiring knowledge is not an unpleasant chore for children (unless misguided adults make it so). It’s their job! To ensure that children learn what they need to know to function as adults, Mommy Nature went out of her way to make learning fun, just as she did with everything else humans need to do to survive as a species.

Learning, having sex, taking care of babies are all things humans have to do to survive, so Mommy Nature puts systems in place to make them fun, and so drive humans to do them.

A third reason we need to teach media literacy to the young is that, like everything else, you’re better off learning it before you need to practice it. Nobody in their right mind teaches a novice how to drive a car by running them out in city traffic. High schools all have big, torturously laid out parking lots to give novice drivers a safe, challenging place to practice the basic skills of starting, stopping and turning before they have to perform those functions while dealing with fast-moving Chevys coming out of nowhere.

Similarly, you want students to practice deciphering written and verbal communications before asking them to parse a Donald-Trump speech!

The “Call to Action” for this editorial piece is thus, “Agitate for developing good media-consumption habits among schoolchildren along with the traditional Three Rs.” It starts with making the teaching of media literacy part of K-12 teacher education. It also includes teaching critical thinking skills and habits at the same time. Finally, it includes holding K-12 teachers responsible for inculcating good media-consumption habits in their students.

Yes, it’s important to try to bring the current crop of media-illiterate adults up to speed, but it’s more important to promote global media literacy among the young.

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The Case for Free College

College vs. Income
While the need for skilled workers to maintain our technology edge has grown, the cost of training those workers has grown astronomically.

6 June 2018 – We, as a nation, need to extend the present system that provides free, universal education up through high school to cover college to the baccalaureate level.

DISCLOSURE: Teaching is my family business. My father was a teacher. My mother was a teacher. My sister’s first career was as a teacher. My brother in law was a teacher. My wife is a teacher. My son is a teacher. My daughter in law is a teacher. Most of my aunts and uncles and cousins are or were teachers. I’ve spent a lot of years teaching at the college level, myself. Some would say that I have a conflict of interest when covering developments in the education field. Others might argue that I know whereof I speak.

Since WW II, there has been a growing realization that the best careers go to those with at least a bachelor’s degree in whatever field they choose. Yet, at the same time, society has (perhaps inadvertently, although I’m not naive enough to eschew thinking there’s a lot of blame to go around) erected a monumental barrier to anyone wanting to get an education. Since the mid-1970s, the cost of higher education has vastly outstripped the ability of most people to pay for it.

In 1975, the price of attendance in college was about one fifth of the median family income (see graph above). In 2016, it was over a third. That makes sending kids to college a whole lot harder than it used to be. If your family happens to have less than median household income, that barrier looks even higher, and is getting steeper.

MORE DISCLOSURE: The reason I don’t have a Ph.D. today is that two years into my Aerospace Engineering Ph.D. program, Arizona State University jacked up the tuition beyond my (not incosiderable at the time) ability to pay.

I’d like everyone in America to consider the following propositions:

  1. A bachelor’s degree is the new high-school diploma;
  2. Having an educated population is a requirement for our technology-based society;
  3. Without education, upward mobility is nearly impossible;
  4. Ergo, it is a requirement for our society to ensure that every citizen capable of getting a college degree gets one.

EVEN MORE DISCLOSURE: Horace Mann, often credited as the Father of Public Education, was born in the same town (Franklin, MA) that I was, and our family charity is a scholarship fund dedicated to his memory.

About Mann’s intellectual progressivism, the historian Ellwood P. Cubberley said: “No one did more than he to establish in the minds of the American people the conception that education should be universal, non-sectarian, free, and that its aims should be social efficiency, civic virtue, and character, rather than mere learning or the advancement of education ends.” (source: Wikipedia)

The Wikipedia article goes on to say: “Arguing that universal public education was the best way to turn unruly American children into disciplined, judicious republican citizens, Mann won widespread approval from modernizers, especially in the Whig Party, for building public schools. Most states adopted a version of the system Mann established in Massachusetts, especially the program for normal schools to train professional teachers.”

That was back in the mid-nineteenth century. At that time, the United States was in the midst of a shift from an agrarian to an industrial economy. We’ve since completed that transition and are now shifting to an information-based economy. In future, full participation in the workforce will require everyone to have at least a bachelor’s degree.

So, when progressive politicians, like Bernie Sanders, make noises about free universal college education, YOU should listen!

It’s about time we, as a society, owned up to the fact that times have changed a lot since the mid-nineteenth century. At that time, universal free education to about junior high school level was considered enough. Since then, it was extended to high school. It’s time to extend it further to the bachelor’s-degree level.

That doesn’t mean shutting down Ivy League colleges. For those who can afford them, private and for-profit colleges can provide superior educational experiences. But, publicly funded four-year colleges offering tuition-free education to everyone has become a strategic imperative.