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Renee HobbsProfessor of Communication StudiesDirector, Media Education LabUniversity of Rhode Island USATwitter: @reneehobbs
A Workshop:
Critically Analyzing Conspiracy Theories
Maria-Ward-Schule
Mainz, GERMANY
November 20, 2017
Can learning about conspiracy theories advance the media literacy competencies of adolescents?
www.mindovermedia.tv
LOVE HATE
CONSPIRACY THEORIESWe love them and we hate them
JFK BirtherChemtrails FlourideMary Magdalene IlluminatiCIA Experiments Tuskegee Elvis EbolaVaccines Global Warming
Which Ones Are You Familiar With?
7% of Americans believe the moon landings were faked
15% believe that the media or government adds mind control technology to TV broadcast signals
42% of Republicans and 14% of Democrats believe that President Obama was not born in the United States--Economist survey, December 2016
Conspiracy theory: a type of belief in which the ultimate cause of an event is believed to be due to a plot by multiple actors working together with a clear goal in mind, often unlawfully and in secret
Conspiracy Theories as Propaganda
https://flipgrid.com/7e010f
Time for Reflection
• What did you learn?
• What do you want to learn more about?
• What questions do you have?
TERMS FOR UNDERSTANDING CONSPIRACY THEORIES
disillusionmentanxietyhoaxparanoia
ambiguityopen-mindednessclosurecynicism
Government commission concludes: Peace is not in the interest of a stable society.
Even if lasting peace "could be achieved, it would almost certainly not be in the best interests of society to achieve it.”
Becomes a best selling book, translated into 15 languages
1972: Leonard Lewinadmits he is the author & explains its purpose as dark political satire
1990:Liberty Lobby publishes the report as a public domain document
Right-wing websites re-distribute it online
Conspiracy Theories are Resilient
THINKING FAST AND SLOW
Kahneman, D. (2011). Thinking Fast and Slow. NY: Farrar Straus & Giroux
SYSTEM 1
SYSTEM 2
intuitiveemotionalimmediatecreative
logicallinearanalyticaldetail-oriented
Media Literacy: A Pedagogy of Inquiry
Should you discuss conspiracy theories in the classroom?
Why or why not?
TIME TO REFLECT
Critical Thinking Diminishes the Power of Conspiracy Theories
Swami, V. et al. (2013). Analytical thinking reduces belief in conspiracy theories. Cognition 133(3), 572 – 585.
Familiarity Equals Believability
THE POWER OF A SINGLE EXPOSURE
Participants who were exposed to a conspiracy video were significantly less likely to :• think that there is widespread scientific agreement on
human-caused climate change• sign a petition to help reduce global warming • donate or volunteer for a charity in the next six months.
--Daniel Jolley and Karen Douglas, 2013
Media literacy educators can explore conspiracy theories to strengthen
critical thinking skills
Understand differences in the quality of information sources
Distinguish between anecdote and authoritative evidence Recognize how disinformation and propaganda uses
mystery to capture our imagination Apply critical questions to analyze YouTube video Appreciate the importance of source verification of online
information Participate in online dialogue by composing responses that
demonstrate independent thinking and respect for others’ views
Screening conspiracy theory videos in the classroom risks validating them
There may not be enough time in class to examine evidence in depth
There’s too much junk information online on these topics
It’s too easy to trivialize conspiracy theories, reinforcing “us” and “them” thinking
re
Conspiracy theories are alarm systems that help people deal with threat. They resonate most among groups suffering from loss, weakness, or disunity.
--Uscinski & Parent, 2014
Responding Critically & Sympathetically
Conspiracy theories are resilient: they cannot be easily disproved
They resonate in an age of anxiety by offering simple explanations for complex and ambiguous realities
Although even brief exposures to conspiracy theories increases their believability, analytical thinking can lower belief in conspiracy theories
Video annotation tools “slow down” people’s response to video and promotes analytic & reflective thinking
Teachers must wrestle with important paradoxes when deciding whether, when & how to teach about conspiracy theories
Renee HobbsProfessor of Communication StudiesDirector, Media Education LabUniversity of Rhode Island USATwitter: @reneehobbs
SEPT/OCT 2017Knowledge Quest
A publication of the American Association for School Librarians (AASL)
www.mediaeducationlab.com
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