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go to the source The Media Bias Chart The Media Bias Chart A new - - PowerPoint PPT Presentation

Jan 23, 2024 361 likes •1.55k views

go to the source The Media Bias Chart The Media Bias Chart A new taxonomy for discussing the media landscape The Media Bias Chart A new taxonomy for discussing the media landscape A methodology for rating quality and bias through content

slide-1
SLIDE 1

go to the source

slide-2
SLIDE 2

The Media Bias Chart

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SLIDE 3

The Media Bias Chart

A new taxonomy for discussing the media landscape

slide-4
SLIDE 4

The Media Bias Chart

A new taxonomy for discussing the media landscape A methodology for rating quality and bias through content analysis

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SLIDE 5

The Media Bias Chart

A new taxonomy for discussing the media landscape A methodology for rating quality and bias through content analysis A model for teaching media literacy in a new information environment

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SLIDE 6

Agenda

  • Background
slide-7
SLIDE 7

Agenda

  • Background
  • Taxonomy
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SLIDE 8

Agenda

  • Background
  • Taxonomy
  • Why framing the discussion visually, and in two dimensions—quality

and bias—is helpful

slide-9
SLIDE 9

Agenda

  • Background
  • Taxonomy
  • Why framing the discussion visually, and in two dimensions—quality

and bias—is helpful

  • Defining the categories
slide-10
SLIDE 10

Agenda

  • Background
  • Taxonomy
  • Why framing the discussion visually, and in two dimensions—quality

and bias—is helpful

  • Defining the categories
  • Methodology
slide-11
SLIDE 11

Agenda

  • Background
  • Taxonomy
  • Why framing the discussion visually, and in two dimensions—quality

and bias—is helpful

  • Defining the categories
  • Methodology
  • Content analysis-driven, rather than consumer-perception driven
slide-12
SLIDE 12

Agenda

  • Background
  • Taxonomy
  • Why framing the discussion visually, and in two dimensions—quality

and bias—is helpful

  • Defining the categories
  • Methodology
  • Content analysis-driven, rather than consumer-perception driven
  • Story-by-story, element by element basis
slide-13
SLIDE 13

Agenda

  • Background
  • Taxonomy
  • Why framing the discussion visually, and in two dimensions—quality

and bias—is helpful

  • Defining the categories
  • Methodology
  • Content analysis-driven, rather than consumer-perception driven
  • Story-by-story, element by element basis
  • Still under development and study
slide-14
SLIDE 14

Agenda

  • Background
  • Taxonomy
  • Why framing the discussion visually, and in two dimensions—quality

and bias—is helpful

  • Defining the categories
  • Methodology
  • Content analysis-driven, rather than consumer-perception driven
  • Story-by-story, element by element basis
  • Still under development and study
  • Model for teaching media literacy
slide-15
SLIDE 15

Agenda

  • Background
  • Taxonomy
  • Why framing the discussion visually, and in two dimensions—quality

and bias—is helpful

  • Defining the categories
  • Methodology
  • Content analysis-driven, rather than consumer-perception driven
  • Story-by-story, element by element basis
  • Still under development and study
  • Model for teaching media literacy
  • How to use the chart to accommodate different levels of media

literacy, from basic to advanced

slide-16
SLIDE 16

Agenda

  • Background
  • Taxonomy
  • Why framing the discussion visually, and in two dimensions—quality

and bias—is helpful

  • Defining the categories
  • Methodology
  • Content analysis-driven, rather than consumer-perception driven
  • Story-by-story, element by element basis
  • Still under development and study
  • Model for teaching media literacy
  • How to use the chart to accommodate different levels of media

literacy, from basic to advanced

  • Questions
slide-17
SLIDE 17

Background

  • Patent Attorney from Colorado
slide-18
SLIDE 18

Background

  • Patent Attorney from Colorado
  • Not a journalist
slide-19
SLIDE 19

Background

  • Patent Attorney from Colorado
  • Not a journalist
  • Analytical reading and writing training
slide-20
SLIDE 20

Background

  • Patent Attorney from Colorado
  • Not a journalist
  • Analytical reading and writing training
  • Blog about politics and media
slide-21
SLIDE 21

Background

  • Patent Attorney from Colorado
  • Not a journalist
  • Analytical reading and writing training
  • Blog about politics and media
  • Created this just to facilitate discussion with friends
slide-22
SLIDE 22

Background

  • Patent Attorney from Colorado
  • Not a journalist
  • Analytical reading and writing training
  • Blog about politics and media
  • Created this just to facilitate discussion with friends
  • Millions of shares and views
slide-23
SLIDE 23

Background

  • Patent Attorney from Colorado
  • Not a journalist
  • Analytical reading and writing training
  • Blog about politics and media
  • Created this just to facilitate discussion with friends
  • Millions of shares and views
  • Thousands of inquiries from the education sector
slide-24
SLIDE 24

Background

  • Patent Attorney from Colorado
  • Not a journalist
  • Analytical reading and writing training
  • Blog about politics and media
  • Created this just to facilitate discussion with friends
  • Millions of shares and views
  • Thousands of inquiries from the education sector
  • Our current media landscape is new, so the field of analyzing this media

landscape is also new

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SLIDE 25

Background

  • Patent Attorney from Colorado
  • Not a journalist
  • Analytical reading and writing training
  • Blog about politics and media
  • Created this just to facilitate discussion with friends
  • Millions of shares and views
  • Thousands of inquiries from the education sector
  • Our current media landscape is new, so the field of analyzing this media

landscape is also new

  • It will take concerted efforts from people in a variety of fields to

address societal problems caused by our new media landscape

slide-26
SLIDE 26

Background

  • Patent Attorney from Colorado
  • Not a journalist
  • Analytical reading and writing training
  • Blog about politics and media
  • Created this just to facilitate discussion with friends
  • Millions of shares and views
  • Thousands of inquiries from the education sector
  • Our current media landscape is new, so the field of analyzing this media

landscape is also new

  • It will take concerted efforts from people in a variety of fields to

address societal problems caused by our new media landscape

  • There is a need for easy-to-understand “nutrition labels” of media

content for media consumers

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SLIDE 27

Taxonomy

  • Why framing the discussion in two visual dimensions is helpful
slide-28
SLIDE 28

Taxonomy

  • Why framing the discussion in two visual dimensions is helpful
  • Quality and political bias are distinct measures
slide-29
SLIDE 29

Taxonomy

  • Why framing the discussion in two visual dimensions is helpful
  • Quality and political bias are distinct measures
  • Current models for discussing these measures are one-

dimensional

slide-30
SLIDE 30

Taxonomy

  • Why framing the discussion in two visual dimensions is helpful
  • Quality and political bias are distinct measures
  • Current models for discussing these measures are one-

dimensional

  • Fact-checkers
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SLIDE 31

Taxonomy

  • Why framing the discussion in two visual dimensions is helpful
  • Quality and political bias are distinct measures
  • Current models for discussing these measures are one-

dimensional

  • Fact-checkers
  • Bias rating sites and polls
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SLIDE 32

Taxonomy

  • Why framing the discussion in two visual dimensions is helpful
  • Quality and political bias are distinct measures
  • Current models for discussing these measures are one-

dimensional

  • Fact-checkers
  • Bias rating sites and polls
  • All generalizations are false
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SLIDE 33

Taxonomy

  • Why framing the discussion in two visual dimensions is helpful
  • Quality and political bias are distinct measures
  • Current models for discussing these measures are one-

dimensional

  • Fact-checkers
  • Bias rating sites and polls
  • All generalizations are false
slide-34
SLIDE 34

Taxonomy

  • Why framing the discussion in two visual dimensions is helpful
  • Quality and political bias are distinct measures
  • Current models for discussing these measures are one-

dimensional

  • Fact-checkers
  • Bias rating sites and polls
  • All generalizations are false

“CNN is the worst!”

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SLIDE 35

Taxonomy

  • Why framing the discussion in two visual dimensions is helpful
  • Quality and political bias are distinct measures
  • Current models for discussing these measures are one-

dimensional

  • Fact-checkers
  • Bias rating sites and polls
  • All generalizations are false
  • More General
  • Less True
  • Easy to Communicate

“CNN is the worst!”

slide-36
SLIDE 36

Taxonomy

  • Why framing the discussion in two visual dimensions is helpful
  • Quality and political bias are distinct measures
  • Current models for discussing these measures are one-

dimensional

  • Fact-checkers
  • Bias rating sites and polls
  • All generalizations are false
  • More General
  • Less True
  • Easy to Communicate

“CNN is the worst!”

“On June 8, 2012, CNN erred when it initially reported that the Supreme Court struck down the individual mandate of the Affordable Care Act. In fact, the court upheld the mandate and CNN rushed to read the

  • pinion and reported it

wrong.”

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SLIDE 37

Taxonomy

  • Why framing the discussion in two visual dimensions is helpful
  • Quality and political bias are distinct measures
  • Current models for discussing these measures are one-

dimensional

  • Fact-checkers
  • Bias rating sites and polls
  • All generalizations are false
  • More Specific
  • More True
  • Hard to Communicate
  • More General
  • Less True
  • Easy to Communicate

“CNN is the worst!”

“On June 8, 2012, CNN erred when it initially reported that the Supreme Court struck down the individual mandate of the Affordable Care Act. In fact, the court upheld the mandate and CNN rushed to read the

  • pinion and reported it

wrong.”

slide-38
SLIDE 38

Taxonomy

  • Why framing the discussion in two visual dimensions is helpful
  • Quality and political bias are distinct measures
  • Current models for discussing these measures are one-

dimensional

  • Fact-checkers
  • Bias rating sites and polls
  • All generalizations are false
  • More Specific
  • More True
  • Hard to Communicate
  • More General
  • Less True
  • Easy to Communicate

“CNN is the worst!”

“On June 8, 2012, CNN erred when it initially reported that the Supreme Court struck down the individual mandate of the Affordable Care Act. In fact, the court upheld the mandate and CNN rushed to read the

  • pinion and reported it

wrong.”

“CNN is generally here”

slide-39
SLIDE 39

Taxonomy

  • Why framing the discussion in two visual dimensions is helpful
  • Quality and political bias are distinct measures
  • Current models for discussing these measures are one-

dimensional

  • Fact-checkers
  • Bias rating sites and polls
  • All generalizations are false
  • More Specific
  • More True
  • Hard to Communicate
  • More General
  • Less True
  • Easy to Communicate

“CNN is the worst!”

“On June 8, 2012, CNN erred when it initially reported that the Supreme Court struck down the individual mandate of the Affordable Care Act. In fact, the court upheld the mandate and CNN rushed to read the

  • pinion and reported it

wrong.”

  • Balance between general/specific
  • Contains some nuance but not all
  • Easy to Communicate

“CNN is generally here”

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SLIDE 40

Taxonomy

  • Keep it simple, but add as much detail as reasonably possible
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SLIDE 41

Taxonomy

  • Keep it simple, but add as much detail as reasonably possible

Vertical Categories: What makes a news source “good?”

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SLIDE 42

Taxonomy

  • Keep it simple, but add as much detail as reasonably possible

Vertical Categories: What makes a news source “good?”

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SLIDE 43

Taxonomy

Horizontal Categories: What makes a source politically biased?

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SLIDE 44

Taxonomy

Horizontal Categories: What makes a source politically biased?

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SLIDE 45

Taxonomy

Horizontal Categories: What makes a source politically biased?

  • Scope: US political environment on a left-right continuum
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SLIDE 46

Taxonomy

Horizontal Categories: What makes a source politically biased?

  • Scope: US political environment on a left-right continuum
  • Types of bias accounted for:
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SLIDE 47

Taxonomy

Horizontal Categories: What makes a source politically biased?

  • Scope: US political environment on a left-right continuum
  • Types of bias accounted for:
  • Political position bias
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SLIDE 48

Taxonomy

Horizontal Categories: What makes a source politically biased?

  • Scope: US political environment on a left-right continuum
  • Types of bias accounted for:
  • Political position bias
  • Linguistic bias
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SLIDE 49

Taxonomy

Horizontal Categories: What makes a source politically biased?

  • Scope: US political environment on a left-right continuum
  • Types of bias accounted for:
  • Political position bias
  • Linguistic bias
  • Necessarily a moving target
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SLIDE 50

Taxonomy

Horizontal Categories: What makes a source politically biased?

  • Scope: US political environment on a left-right continuum
  • Types of bias accounted for:
  • Political position bias
  • Linguistic bias
  • Necessarily a moving target
  • People can agree on relativity even if they disagree politically
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SLIDE 51

Methodology

  • Content analysis-driven, rather than consumer

perception-driven

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SLIDE 52

Methodology

  • Content analysis-driven, rather than consumer

perception-driven

  • It is possible to “grade” media content

according to a standardized rubric, just like it is possible to grade academic content (e.g., AP exams, Bar exams)

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SLIDE 53

Methodology

  • Content analysis-driven, rather than consumer

perception-driven

  • It is possible to “grade” media content

according to a standardized rubric, just like it is possible to grade academic content (e.g., AP exams, Bar exams)

  • It is more important to measure what is in a

story than how much people “engage” with a story, but it is more time consuming to do and is therefore rarely done

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SLIDE 54

Methodology

  • Overall source ranking is mostly a weighted average of rankings of individual stories
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SLIDE 55

Methodology

  • Overall source ranking is mostly a weighted average of rankings of individual stories
  • More popular programs/stories are weighted heavier in the averages (i.e., top

five, above-the-fold, most shared, and highest rated)

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SLIDE 56

Methodology

  • Overall source ranking is mostly a weighted average of rankings of individual stories
  • More popular programs/stories are weighted heavier in the averages (i.e., top

five, above-the-fold, most shared, and highest rated)

  • Other factors weight certain news outlets upward
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SLIDE 57

Methodology

  • Overall source ranking is mostly a weighted average of rankings of individual stories
  • More popular programs/stories are weighted heavier in the averages (i.e., top

five, above-the-fold, most shared, and highest rated)

  • Other factors weight certain news outlets upward
  • Number of journalists
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SLIDE 58

Methodology

  • Overall source ranking is mostly a weighted average of rankings of individual stories
  • More popular programs/stories are weighted heavier in the averages (i.e., top

five, above-the-fold, most shared, and highest rated)

  • Other factors weight certain news outlets upward
  • Number of journalists
  • Time in existence
slide-59
SLIDE 59

Methodology

  • Overall source ranking is mostly a weighted average of rankings of individual stories
  • More popular programs/stories are weighted heavier in the averages (i.e., top

five, above-the-fold, most shared, and highest rated)

  • Other factors weight certain news outlets upward
  • Number of journalists
  • Time in existence
slide-60
SLIDE 60

Methodology

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SLIDE 61

Methodology

  • Content Analysis is the basis of ranking individual stories
slide-62
SLIDE 62

Methodology

  • Content Analysis is the basis of ranking individual stories
  • The closer we look at each element, the more accurately we can rank it
slide-63
SLIDE 63

Methodology

  • Content Analysis is the basis of ranking individual stories
  • The closer we look at each element, the more accurately we can rank it
  • Vertical (Quality) Rankings based on the following:
slide-64
SLIDE 64

Methodology

  • Content Analysis is the basis of ranking individual stories
  • The closer we look at each element, the more accurately we can rank it
  • Vertical (Quality) Rankings based on the following:
  • Rate each of the following elements:
slide-65
SLIDE 65

Methodology

  • Content Analysis is the basis of ranking individual stories
  • The closer we look at each element, the more accurately we can rank it
  • Vertical (Quality) Rankings based on the following:
  • Rate each of the following elements:
  • Headline
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SLIDE 66

Methodology

  • Content Analysis is the basis of ranking individual stories
  • The closer we look at each element, the more accurately we can rank it
  • Vertical (Quality) Rankings based on the following:
  • Rate each of the following elements:
  • Headline
  • Graphics
slide-67
SLIDE 67

Methodology

  • Content Analysis is the basis of ranking individual stories
  • The closer we look at each element, the more accurately we can rank it
  • Vertical (Quality) Rankings based on the following:
  • Rate each of the following elements:
  • Headline
  • Graphics
  • Lede or chyron
slide-68
SLIDE 68

Methodology

  • Content Analysis is the basis of ranking individual stories
  • The closer we look at each element, the more accurately we can rank it
  • Vertical (Quality) Rankings based on the following:
  • Rate each of the following elements:
  • Headline
  • Graphics
  • Lede or chyron
  • Rate each sentence of the story on each of the following scales:
slide-69
SLIDE 69

Methodology

  • Content Analysis is the basis of ranking individual stories
  • The closer we look at each element, the more accurately we can rank it
  • Vertical (Quality) Rankings based on the following:
  • Rate each of the following elements:
  • Headline
  • Graphics
  • Lede or chyron
  • Rate each sentence of the story on each of the following scales:
  • Veracity (1= completely true, 5= completely false)
slide-70
SLIDE 70

Methodology

  • Content Analysis is the basis of ranking individual stories
  • The closer we look at each element, the more accurately we can rank it
  • Vertical (Quality) Rankings based on the following:
  • Rate each of the following elements:
  • Headline
  • Graphics
  • Lede or chyron
  • Rate each sentence of the story on each of the following scales:
  • Veracity (1= completely true, 5= completely false)
  • Expression (1= fact statement, 3= analysis statement, 5= opinion

statement)

slide-71
SLIDE 71

Methodology

  • Content Analysis is the basis of ranking individual stories
  • The closer we look at each element, the more accurately we can rank it
  • Vertical (Quality) Rankings based on the following:
  • Rate each of the following elements:
  • Headline
  • Graphics
  • Lede or chyron
  • Rate each sentence of the story on each of the following scales:
  • Veracity (1= completely true, 5= completely false)
  • Expression (1= fact statement, 3= analysis statement, 5= opinion

statement)

  • Fairness (Fair or unfair)
slide-72
SLIDE 72

Methodology

  • Content Analysis is the basis of ranking individual stories
  • The closer we look at each element, the more accurately we can rank it
  • Vertical (Quality) Rankings based on the following:
  • Rate each of the following elements:
  • Headline
  • Graphics
  • Lede or chyron
  • Rate each sentence of the story on each of the following scales:
  • Veracity (1= completely true, 5= completely false)
  • Expression (1= fact statement, 3= analysis statement, 5= opinion

statement)

  • Fairness (Fair or unfair)
  • Ranking in this manner is time consuming, but performing this exercise trains a

reader to spot the most important quality indicators quickly

slide-73
SLIDE 73

Methodology

  • Content Analysis is the basis of ranking individual stories
  • The closer we look at each element, the more accurately we can rank it
  • Vertical (Quality) Rankings based on the following:
  • Rate each of the following elements:
  • Headline
  • Graphics
  • Lede or chyron
  • Rate each sentence of the story on each of the following scales:
  • Veracity (1= completely true, 5= completely false)
  • Expression (1= fact statement, 3= analysis statement, 5= opinion

statement)

  • Fairness (Fair or unfair)
  • Ranking in this manner is time consuming, but performing this exercise trains a

reader to spot the most important quality indicators quickly

  • “Quick rankings” are possible
slide-74
SLIDE 74

Methodology

  • Content Analysis is the basis of ranking individual stories
  • The closer we look at each element, the more accurately we can rank it
  • Vertical (Quality) Rankings based on the following:
  • Rate each of the following elements:
  • Headline
  • Graphics
  • Lede or chyron
  • Rate each sentence of the story on each of the following scales:
  • Veracity (1= completely true, 5= completely false)
  • Expression (1= fact statement, 3= analysis statement, 5= opinion

statement)

  • Fairness (Fair or unfair)
  • Ranking in this manner is time consuming, but performing this exercise trains a

reader to spot the most important quality indicators quickly

  • “Quick rankings” are possible
  • Vertical Ranking methodology under refinement and further study
slide-75
SLIDE 75

Methodology

  • Horizontal (Political Bias) Rankings based on the following:
slide-76
SLIDE 76

Methodology

  • Horizontal (Political Bias) Rankings based on the following:
  • An initial placement of left, right, or neutral for the story

topic selection itself

slide-77
SLIDE 77

Methodology

  • Horizontal (Political Bias) Rankings based on the following:
  • An initial placement of left, right, or neutral for the story

topic selection itself

  • Three measurements of bias as measured against

definitions of the columns

slide-78
SLIDE 78

Methodology

  • Horizontal (Political Bias) Rankings based on the following:
  • An initial placement of left, right, or neutral for the story

topic selection itself

  • Three measurements of bias as measured against

definitions of the columns

  • Number and degree of bias of characterizations
slide-79
SLIDE 79

Methodology

  • Horizontal (Political Bias) Rankings based on the following:
  • An initial placement of left, right, or neutral for the story

topic selection itself

  • Three measurements of bias as measured against

definitions of the columns

  • Number and degree of bias of characterizations
  • Number and degree of bias of partisan words
slide-80
SLIDE 80

Methodology

  • Horizontal (Political Bias) Rankings based on the following:
  • An initial placement of left, right, or neutral for the story

topic selection itself

  • Three measurements of bias as measured against

definitions of the columns

  • Number and degree of bias of characterizations
  • Number and degree of bias of partisan words
  • Number and degree of bias of partisan topics
slide-81
SLIDE 81

Methodology

  • Horizontal (Political Bias) Rankings based on the following:
  • An initial placement of left, right, or neutral for the story

topic selection itself

  • Three measurements of bias as measured against

definitions of the columns

  • Number and degree of bias of characterizations
  • Number and degree of bias of partisan words
  • Number and degree of bias of partisan topics
  • Accounting for any omission of facts that creates bias
slide-82
SLIDE 82

Methodology

  • Horizontal (Political Bias) Rankings based on the following:
  • An initial placement of left, right, or neutral for the story

topic selection itself

  • Three measurements of bias as measured against

definitions of the columns

  • Number and degree of bias of characterizations
  • Number and degree of bias of partisan words
  • Number and degree of bias of partisan topics
  • Accounting for any omission of facts that creates bias
  • Horizontal Ranking methodology still undergoing refinement

and study, and must be updated periodically

slide-83
SLIDE 83

Model for Teaching Media Literacy

  • It is necessary to adjust how to teach media literacy depending on the learner’s

age and/or skill level

slide-84
SLIDE 84

Model for Teaching Media Literacy

  • It is necessary to adjust how to teach media literacy depending on the learner’s

age and/or skill level

  • Primary skill sets necessary for evaluation of media sources:
slide-85
SLIDE 85

Model for Teaching Media Literacy

  • It is necessary to adjust how to teach media literacy depending on the learner’s

age and/or skill level

  • Primary skill sets necessary for evaluation of media sources:
  • Analytical reading
  • Writing (especially grammar, punctuation, and syntax)
slide-86
SLIDE 86

Model for Teaching Media Literacy

  • It is necessary to adjust how to teach media literacy depending on the learner’s

age and/or skill level

  • Primary skill sets necessary for evaluation of media sources:
  • Analytical reading
  • Writing (especially grammar, punctuation, and syntax)
slide-87
SLIDE 87

Model for Teaching Media Literacy

  • It is necessary to adjust how to teach media literacy depending on the learner’s

age and/or skill level

  • Primary skill sets necessary for evaluation of media sources:
  • Analytical reading
  • Writing (especially grammar, punctuation, and syntax)
  • Political knowledge
slide-88
SLIDE 88

Model for Teaching Media Literacy

  • It is necessary to adjust how to teach media literacy depending on the learner’s

age and/or skill level

  • Primary skill sets necessary for evaluation of media sources:
  • Analytical reading
  • Writing (especially grammar, punctuation, and syntax)
  • Political knowledge
  • For all ages/skill levels, it is important to convey that its greatest value is in how

it helps people critically think and distinguish for themselves, rather than its absolute “truth.” This helps combat skepticism.

slide-89
SLIDE 89

Model for Teaching Media Literacy

  • It is necessary to adjust how to teach media literacy depending on the learner’s

age and/or skill level

  • Primary skill sets necessary for evaluation of media sources:
  • Analytical reading
  • Writing (especially grammar, punctuation, and syntax)
  • Political knowledge
  • For all ages/skill levels, it is important to convey that its greatest value is in how

it helps people critically think and distinguish for themselves, rather than its absolute “truth.” This helps combat skepticism.

  • Different ways to use the chart
slide-90
SLIDE 90

Model for Teaching Media Literacy

  • It is necessary to adjust how to teach media literacy depending on the learner’s

age and/or skill level

  • Primary skill sets necessary for evaluation of media sources:
  • Analytical reading
  • Writing (especially grammar, punctuation, and syntax)
  • Political knowledge
  • For all ages/skill levels, it is important to convey that its greatest value is in how

it helps people critically think and distinguish for themselves, rather than its absolute “truth.” This helps combat skepticism.

  • Different ways to use the chart
  • Beginners:
slide-91
SLIDE 91

Model for Teaching Media Literacy

  • It is necessary to adjust how to teach media literacy depending on the learner’s

age and/or skill level

  • Primary skill sets necessary for evaluation of media sources:
  • Analytical reading
  • Writing (especially grammar, punctuation, and syntax)
  • Political knowledge
  • For all ages/skill levels, it is important to convey that its greatest value is in how

it helps people critically think and distinguish for themselves, rather than its absolute “truth.” This helps combat skepticism.

  • Different ways to use the chart
  • Beginners:
  • Use the chart as a baseline
slide-92
SLIDE 92

Model for Teaching Media Literacy

  • It is necessary to adjust how to teach media literacy depending on the learner’s

age and/or skill level

  • Primary skill sets necessary for evaluation of media sources:
  • Analytical reading
  • Writing (especially grammar, punctuation, and syntax)
  • Political knowledge
  • For all ages/skill levels, it is important to convey that its greatest value is in how

it helps people critically think and distinguish for themselves, rather than its absolute “truth.” This helps combat skepticism.

  • Different ways to use the chart
  • Beginners:
  • Use the chart as a baseline
  • Focus on easiest-to distinguish quality indicators
slide-93
SLIDE 93

Model for Teaching Media Literacy

  • It is necessary to adjust how to teach media literacy depending on the learner’s

age and/or skill level

  • Primary skill sets necessary for evaluation of media sources:
  • Analytical reading
  • Writing (especially grammar, punctuation, and syntax)
  • Political knowledge
  • For all ages/skill levels, it is important to convey that its greatest value is in how

it helps people critically think and distinguish for themselves, rather than its absolute “truth.” This helps combat skepticism.

  • Different ways to use the chart
  • Beginners:
  • Use the chart as a baseline
  • Focus on easiest-to distinguish quality indicators
  • Matching of headline and story
slide-94
SLIDE 94

Model for Teaching Media Literacy

  • It is necessary to adjust how to teach media literacy depending on the learner’s

age and/or skill level

  • Primary skill sets necessary for evaluation of media sources:
  • Analytical reading
  • Writing (especially grammar, punctuation, and syntax)
  • Political knowledge
  • For all ages/skill levels, it is important to convey that its greatest value is in how

it helps people critically think and distinguish for themselves, rather than its absolute “truth.” This helps combat skepticism.

  • Different ways to use the chart
  • Beginners:
  • Use the chart as a baseline
  • Focus on easiest-to distinguish quality indicators
  • Matching of headline and story
  • Fact statements vs. opinion statements
slide-95
SLIDE 95

Model for Teaching Media Literacy

  • It is necessary to adjust how to teach media literacy depending on the learner’s

age and/or skill level

  • Primary skill sets necessary for evaluation of media sources:
  • Analytical reading
  • Writing (especially grammar, punctuation, and syntax)
  • Political knowledge
  • For all ages/skill levels, it is important to convey that its greatest value is in how

it helps people critically think and distinguish for themselves, rather than its absolute “truth.” This helps combat skepticism.

  • Different ways to use the chart
  • Beginners:
  • Use the chart as a baseline
  • Focus on easiest-to distinguish quality indicators
  • Matching of headline and story
  • Fact statements vs. opinion statements
  • Hyperbole
slide-96
SLIDE 96

Model for Teaching Media Literacy

  • It is necessary to adjust how to teach media literacy depending on the learner’s

age and/or skill level

  • Primary skill sets necessary for evaluation of media sources:
  • Analytical reading
  • Writing (especially grammar, punctuation, and syntax)
  • Political knowledge
  • For all ages/skill levels, it is important to convey that its greatest value is in how

it helps people critically think and distinguish for themselves, rather than its absolute “truth.” This helps combat skepticism.

  • Different ways to use the chart
  • Beginners:
  • Use the chart as a baseline
  • Focus on easiest-to distinguish quality indicators
  • Matching of headline and story
  • Fact statements vs. opinion statements
  • Hyperbole
  • Compare/contrast stories from sources that are far apart on the chart
slide-97
SLIDE 97

Model for Teaching Media Literacy

Use a blank version

slide-98
SLIDE 98

Model for Teaching Media Literacy

Use a blank version

slide-99
SLIDE 99

Model for Teaching Media Literacy

  • Intermediate:

Use a blank version

slide-100
SLIDE 100

Model for Teaching Media Literacy

  • Intermediate:
  • Have learners read 5-10 articles from sources all over the chart and rank

them relative to each other Use a blank version

slide-101
SLIDE 101

Model for Teaching Media Literacy

  • Intermediate:
  • Have learners read 5-10 articles from sources all over the chart and rank

them relative to each other

  • Pick a political topic that is relatively well-understood

Use a blank version

slide-102
SLIDE 102

Model for Teaching Media Literacy

  • Intermediate:
  • Have learners read 5-10 articles from sources all over the chart and rank

them relative to each other

  • Pick a political topic that is relatively well-understood
  • Advanced:

Use a blank version

slide-103
SLIDE 103

Model for Teaching Media Literacy

  • Intermediate:
  • Have learners read 5-10 articles from sources all over the chart and rank

them relative to each other

  • Pick a political topic that is relatively well-understood
  • Advanced:
  • Discuss quality and bias ranking methodologies

Use a blank version

slide-104
SLIDE 104

Model for Teaching Media Literacy

  • Intermediate:
  • Have learners read 5-10 articles from sources all over the chart and rank

them relative to each other

  • Pick a political topic that is relatively well-understood
  • Advanced:
  • Discuss quality and bias ranking methodologies
  • Have learners rate any individual article based on methodology

Use a blank version

slide-105
SLIDE 105

Future Tools

  • Dynamic, interactive web version of chart
slide-106
SLIDE 106

Future Tools

  • Dynamic, interactive web version of chart
  • Searchable
slide-107
SLIDE 107

Future Tools

  • Dynamic, interactive web version of chart
  • Searchable
  • Selectable sources
slide-108
SLIDE 108

Future Tools

  • Dynamic, interactive web version of chart
  • Searchable
  • Selectable sources
  • Accessible
slide-109
SLIDE 109

Future Tools

  • Dynamic, interactive web version of chart
  • Searchable
  • Selectable sources
  • Accessible
  • Drill-down capability for each source
slide-110
SLIDE 110

Future Tools

  • Dynamic, interactive web version of chart
  • Searchable
  • Selectable sources
  • Accessible
  • Drill-down capability for each source
  • Downloadable customized versions
slide-111
SLIDE 111

Future Tools

  • Dynamic, interactive web version of chart
  • Searchable
  • Selectable sources
  • Accessible
  • Drill-down capability for each source
  • Downloadable customized versions
  • Visualizations of traffic and influence of sources
slide-112
SLIDE 112

Future Tools

  • Dynamic, interactive web version of chart
  • Searchable
  • Selectable sources
  • Accessible
  • Drill-down capability for each source
  • Downloadable customized versions
  • Visualizations of traffic and influence of sources
  • Database of articles ranked over time
slide-113
SLIDE 113

Future Tools

  • Dynamic, interactive web version of chart
  • Searchable
  • Selectable sources
  • Accessible
  • Drill-down capability for each source
  • Downloadable customized versions
  • Visualizations of traffic and influence of sources
  • Database of articles ranked over time
  • Enhanced accuracy based on large volume of ranked

articles

slide-114
SLIDE 114

Future Tools

  • Dynamic, interactive web version of chart
  • Searchable
  • Selectable sources
  • Accessible
  • Drill-down capability for each source
  • Downloadable customized versions
  • Visualizations of traffic and influence of sources
  • Database of articles ranked over time
  • Enhanced accuracy based on large volume of ranked

articles

  • Viewable statistics
slide-115
SLIDE 115

Future Tools

  • Dynamic, interactive web version of chart
  • Searchable
  • Selectable sources
  • Accessible
  • Drill-down capability for each source
  • Downloadable customized versions
  • Visualizations of traffic and influence of sources
  • Database of articles ranked over time
  • Enhanced accuracy based on large volume of ranked

articles

  • Viewable statistics
  • Resource for additional media studies
slide-116
SLIDE 116

Feedback and Questions

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SLIDE 117

Contact: Vanessa Otero www.mediabiaschart.com mediabiaschart@gmail.com