Truth or Trash? How to Find Good Information Online

Truth or Trash? How to Find Good Information Online

Overview (This can be shared in publicity about the event)

Information: It is everywhere! According to Frontiers for Young Minds, research suggests that we take in 74 GB of information EVERY DAY (this is the equivalent of watching 16 movies), compared with 500 years ago, 74 GB in a lifetime–if you were highly educated. 

How do you know the information you are taking in is true? Reliable? Are there really alternative facts? In this program, the facilitator will help participants learn how to tell credible information from misinformation and even disinformation. This, in turn, will empower participants to: 

  • Evaluate online information with greater confidence 
  • Identify credible, trustworthy sources 
  • Recognize misinformation and disinformation 
  • Ask smart questions before believing or sharing content 
  • Verify claims using fact-checking strategies and multiple sources 
  • Make informed decisions about health, finances, news, and everyday life 
  • Navigate the internet more safely and thoughtfully 
  • Become more responsible digital citizens and information consumers

This program could be broken into two 1-hour sessions on separate days. The first session should go over the ways of knowing if an online resource contains credible information. The second session should be hands-on, activity-based. 

  • Part 1: Understanding the difference between credible sites and those prone to misinformation. (1 hour)
  • Part 2: Hands-on Activity (1 hour)

Facilitator Preparation 

Prior to the event:

To run a successful event, the facilitator must familiarize themselves with the material ahead of time.  

  • Read the National Digital Inclusion Alliance’s definitions.
  • Read through at least some of the resources on the NDIA website.
  • Select at least one to use in your event. 
  • Select several websites to explore.
  • Develop notes to use during the session.
  • Even a discussion of credible resources may not be without contention, so familiarize yourself with managing difficult conversations—a skill necessary for all facilitators to have. 
  • You may want to use some community agreements, such as these. They, and tips for managing difficult conversations can help the program to be productive.

Day of the event:

You’ll want to ensure that you have everything on hand to facilitate the conversation:  your notes, the community agreements (you may ask the group if there are other aspects to add), the websites that you’ll be visiting brought up.

Materials: 

If in-person, paper, pencils/pens, markers, whiteboard or large pads of paper to take notes on during the discussion. If online, your conferencing software may also enable you to use whiteboards. You can also use sites like Padlet for community engagement.

Safety Considerations: Remember to follow your organizational policy, both in-person and online.

Accommodations: Facilitators should be mindful both in-person and online of needs. Having pre-registration and having an optional question for “reasonable accommodations” will help the program to be inclusive and accessible for everyone. 

Expectations 

Facilitator will:

  1. Provide some Community Agreements (participants can add to them)
  2. Engage all participants in session activities.
  3. Define all key terminology.
  4. Lead participants through discussions.
  5. Answer any questions from the participants, especially those that could deal with misconceptions and/or procedure.
  6. Supply writing utensils, paper, and other pertinent materials to allow participants to take part in activities.

Participants will:

  1. Take part in individual and group activities.
  2. Respect the facilitator, all participants and their viewpoints.
  3. Ask any questions he/she may have on the lesson.
  4. Keep his/her notes for later use.

Implementing the Program 

Getting started: (10 minutes; facilitator guided)

  • The facilitator will cover the overview (above) and list the community agreements, and ask if participants have anything to add to them.
  • The facilitator will ask participants to think about a time when they heard something—perhaps in the news, on a website, or from a friend—that just didn’t seem right. Did they question it? Did they look into it further? What made them skeptical, and how did they decide whether it was true?

Facilitating the Discussion: (30 minutes; facilitator guided)

Select websites to visit.

Ask:

Authority: Who is behind it?

  • Who wrote the content? 
  • Is the author identified with credentials or expertise? 
  • What organization owns or publishes the site? 
  • Is there an “About Us” page? 
  • Can you verify the organization independently? 

Accuracy: Is the information reliable?

  • Are facts supported by evidence, sources, or citations? 
  • Are links to reputable sources provided? 
  • Can the information be confirmed elsewhere? 
  • Are there spelling, grammar, or factual errors? 
  • Does the site distinguish facts from opinions? 

Purpose: Why does the site exist?

  • Is the purpose to inform, persuade, sell, entertain, or provoke? 
  • Is there a clear bias or agenda? 
  • Is content designed to trigger outrage or fear? 
  • Are advertisements influencing the message? 

Currency: Is it up to date?

  • When was the page published? 
  • Has it been recently updated? 
  • Are links still active? 
  • Does the topic require current information? 

Design & Professionalism: Does it appear trustworthy?

  • Is the site easy to navigate? 
  • Are there excessive pop-ups or suspicious ads? 
  • Does it look professional and maintained? 
  • Are contact details available? 

Domain & URL: What kind of site is it?

  • What is the domain (.gov, .edu, .org, .com)? 
  • Does the URL imitate a trusted brand? 
  • Is it secure (https)? 
  • Is it a personal page rather than an official source? 

Evidence of Bias or Manipulation

  • Is the headline sensationalized or misleading? 
  • Are only one side of an issue or selective facts presented? 
  • Are images used out of context? 
  • Is emotional language replacing evidence? 

Privacy & Safety

  • Does the site request unnecessary personal information? 
  • Is there a privacy policy? 
  • Does anything seem scam-like or deceptive?

The Facilitator will cover the SIFT method (Stop, Investigate, Find trusted coverage, Trace claims.  (10 minutes)

Time for questions (10 minutes)

PART 2 Ask participants to bring their own website links for review. (1 hour)

Participants will:   (50 minutes)

  • Compare two websites and decide which appears more credible 
  • Identify clues that suggest a source is trustworthy or questionable 
  • Examine headlines and discuss whether they are factual, misleading, or clickbait 
  • Practice checking the author, date, evidence, and purpose of an article 
  • Search for the same topic using multiple sources and compare results 
  • Verify an online claim using fact-checking tools or reputable sources 
  • Discuss how misinformation spreads on social media and through word of mouth 
  • Reflect on a time they believed or shared inaccurate information 
  • Evaluate images or videos for signs of manipulation or missing context 
  • Create a personal checklist for judging information before sharing it 
  • Discuss why people are drawn to sensational or emotionally charged content 
  • Practice asking critical thinking questions before accepting something as true

Closing: (10 minutes; facilitator guided)

The facilitator will ask the participants if they have any questions concerning the material presented. Before leaving, the facilitator will thank everyone for their participation.

Application and Extension:

Participants will use this acquired or honed knowledge to better navigate the multitude of resources available through the internet.

Resources:

American Library Association: Evaluating Information https://libguides.ala.org/InformationEvaluation 

Evaluating Information: Information on the Internet (SETU-Ireland) https://wit-ie.libguides.com/c.php?g=648995&p=4551538 

How to Evaluate Health Information on the Internet https://ods.od.nih.gov/HealthInformation/How_To_Evaluate_Health_Information_on_the_Internet_Questions_and_Answers.aspx                                                                       For Spanish: https://ods.od.nih.gov/HealthInformation/c%C3%B3mo_evaluar_la_informaci%C3%B3n_de_salud_de_la_internet_preguntas_y_respuestas.aspx 

How to find reliable sources of information on the internet https://www.youtube.com/watch?v=UdEAi7TvMdk

Johns Hopkins Sheridan Libraries. Evaluating Information. https://guides.library.jhu.edu/evaluate/internet-resources 

Media Bias / Fact Check https://mediabiasfactcheck.com/ (not included on the ALA guide but a good resource)