The use of big/open data

The aim of the activity is make students aware about the importance of source validation and verification and about the danger of fake news. The activity is divided into two phases.

In the first the students will study what is a fake news and the importance of the validation and verification of the sources. The methods used in this phase are: brainstorming, group research work, discussion. At the end of this phase the students will produce in group a brief manual about fake news and sources validation and verification. The second phase is based on a game in a group, according to which students are engaged in creating fake news and finding other three fantastic but real news. Each group have to try to guess the fake news between the four news proposed from the other groups

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The term “data” is becoming probably a sort of buzzword. What do we mean with “data”? How do you feel about the word “data”? And why should we need to be “data literate”?

Data Literacy has received great attention over the last few years in relation to school practices and has been identified as one of the dimensions of the DETECT Critical Digital LIteracies framework.

Although the issue of Data Protection is usually addressed by relevant policies at institutional level (mainly in relation to GDPR compliance) less attention has been paid to raising educators as well as students’ awareness regarding the various aspects and sub-dimensions of data literacy. Within the DETECT project the aim is to develop educators’ understandings of the multifacet issue of data literacy and also support them with enhancing their students’ practices in relation to data protection.

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Category: The use of big/open data

Fake news

Exploring Critical Digital Literacy Dimensions: DATA LITERACY