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Mock is an English language arts educator at Forest Hills Junior-Senior High School in Sidman, Pennsylvania. Dr. Mock’s educational philosophy and approach is to provide a creative, collaborative educational environment and writing community with a focus on 21st century skills, service-learning and critical thinking. She currently teaches composition 9, is an ACE adjunct instructor for Pennsylvania Highlands Community College, and is a facilitator of a Girls Who Code Club chapter. She holds the following certifications: PBS Media Literacy Educator Certification, K-12 Principal Certificate, National Geographic Certified Educator, Nearpod Certified Educator, Flipgrid Certified Educator, Certified Microsoft Innovative Educator, Google Certified Educator, Apple Teacher, Newsela Certified Teacher and Trainer, Symbaloo PD Certified Teacher & Trainer, SAS Integration Trainer (PA Dept. of Ed.), and Common Sense Educator. She connects with other educators using the Twitter handle @AB_Mock.","avatar":"https://secure.gravatar.com/avatar/ca3f6cb934dca088bc23de08507a4557?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"education","roles":["author"]}],"headData":{"title":"Aspen Mock | KQED","description":"KQED Contributor","ogImgSrc":"https://secure.gravatar.com/avatar/ca3f6cb934dca088bc23de08507a4557?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/ca3f6cb934dca088bc23de08507a4557?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/aspenmock"},"sabatauqir":{"type":"authors","id":"11807","meta":{"index":"authors_1591205172","id":"11807","found":true},"name":"Saba Tauqir","firstName":"Saba","lastName":"Tauqir","slug":"sabatauqir","email":"stauqir@kqed.org","display_author_email":false,"staff_mastheads":[],"title":"KQED Contributor","bio":null,"avatar":"https://secure.gravatar.com/avatar/b2d04deb963e1a2343d84cc1a1adf3f5?s=600&d=mm&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"","roles":["editor"]},{"site":"education","roles":["editor"]},{"site":"perspectives","roles":["editor"]},{"site":"youthmedia","roles":["editor"]}],"headData":{"title":"Saba Tauqir | KQED","description":"KQED Contributor","ogImgSrc":"https://secure.gravatar.com/avatar/b2d04deb963e1a2343d84cc1a1adf3f5?s=600&d=mm&r=g","twImgSrc":"https://secure.gravatar.com/avatar/b2d04deb963e1a2343d84cc1a1adf3f5?s=600&d=mm&r=g"},"isLoading":false,"link":"/author/sabatauqir"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"education","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"education_536390":{"type":"posts","id":"education_536390","meta":{"index":"posts_1591205157","site":"education","id":"536390","score":null,"sort":[1677546166000]},"guestAuthors":[],"slug":"black-student-voices","title":"Connecting Past and Present: Black Youth Voices","publishDate":1677546166,"format":"standard","headTitle":"Connecting Past and Present: Black Youth Voices | KQED","labelTerm":{"term":3046,"site":"education"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">From political cartoons to podcasts and personal narratives, students all across the country are using media to tell stories and share their views. This Black History Month, explore Black youth perspectives on history and the change they want to see in the present.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>\u003cb>Celebrating Black History Through Youth Voices\u003c/b>\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjM5MjVkYjIxOTRlNTIzMDhjY2YwMTVl\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Claudette Colvin & Rosa Parks Postage Stamp\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Aliya’s political cartoon celebrates the impact of two key figures in the Civil Rights Movement, while raising the question of why Rosa Parks gets ‘the fame’ while Colette Colvin, who was the first to not give up her seat, has a ‘backstage’ role. (\u003ca href=\"https://www.npr.org/2009/03/15/101719889/before-rosa-parks-there-was-claudette-colvin\" target=\"_blank\" rel=\"noopener\">Hear from Colvin herself\u003c/a> on the role colorism played in her story being forgotten.)\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI5N2JhYzI4NzMwZmYyYTc5MjA0Njcw\" target=\"_blank\" rel=\"noopener\">\u003cstrong>African American Protests in Sports\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Nico, Huck, Mekhi and Avi were inspired by Colin Kaepernicks’ documentary; they explore the legacies of Jesse Owens, Muhammad Ali, and current-day black athletes who are also fighting for civil rights.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjM5OGQ3YmZiNGFiMWI2NmIwZjM2ZjI2\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Bessie Coleman Commemorative Postage Stamp\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Kira shares that she is personally inspired by Bessie Coleman, the first female African American pilot.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003cb>Changes Youth Want to See\u003c/b>\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjM5YjlhMzQ5M2EwOWU0ZmRjNjdhMmEx\" target=\"_blank\" rel=\"noopener\">\u003cstrong>A Call for Safer Black Education\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Grayson believes educators need to create a safe environment to protect students from racism in school.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI1ZjQ5OWU5MjhiMTg1MzAyOTg2NjAx\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Conversations About Curly Hair\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Sloan and Malia encourage listeners to familiarize themselves with Black hair without violating the personal space of Black people.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA1Y2FhZTBhYWE2NGYxZTg5ZGEyMTFi\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Colorism in Black Communities\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Aejana’s cartoon juxtaposes the different treatment Black people with light and dark skin receive in their own communities.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjMxZjZhNGU2YzlhZDYwOGVhNzNlNDVh\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Guilty from Birth\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Jordan’s piece infuses personal anecdotes into her critique of the US. Justice system.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjMxN2M4MjY2YzlhZDYwOGVhNzNlNDM1\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Reparations for Black Americans\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Adiyah advocates for reparations as a step towards a more just economic future for Black people.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE2NzY3NWZkYTEyN2Y3NzBkMDk1ZTlh\" target=\"_blank\" rel=\"noopener\">\u003cstrong>The Under Representation of BIPOC Teachers\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Malia shares the impact that having so few African American teachers has had on her self-esteem growing up.\u003cbr>\n\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Discover more youth voices from around the country speaking up about Black History topics—all year round and not just in February! Find thousands of student media pieces on the \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/\">\u003cspan style=\"font-weight: 400\">Youth Media Challenge Showcase\u003c/span>\u003c/a>.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Browse more \u003c/span>\u003ca href=\"https://www.kqed.org/education/collection/youth-media-challenges\">\u003cspan style=\"font-weight: 400\">blogs featuring Black youth voices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Want to make space for your students’ voices in class? Find our \u003ca href=\"https://learn.kqed.org/challenges/teachers\">free Youth Media Challenge classroom curriculum\u003c/a>, designed to empower students through media making and authentic audience.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704760091,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":388},"headData":{"title":"Connecting Past and Present: Black Youth Voices | KQED","description":"Explore Gen-Z girls' perspectives on women's history and the change they want to see in the present.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Explore Gen-Z girls' perspectives on women's history and the change they want to see in the present."},"sticky":false,"subhead":"Explore Black youth perspectives on history and the change they want to see in the present. ","excludeFromSiteSearch":"Include","articleAge":"0","path":"/education/536390/black-student-voices","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">From political cartoons to podcasts and personal narratives, students all across the country are using media to tell stories and share their views. This Black History Month, explore Black youth perspectives on history and the change they want to see in the present.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>\u003cb>Celebrating Black History Through Youth Voices\u003c/b>\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjM5MjVkYjIxOTRlNTIzMDhjY2YwMTVl\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Claudette Colvin & Rosa Parks Postage Stamp\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Aliya’s political cartoon celebrates the impact of two key figures in the Civil Rights Movement, while raising the question of why Rosa Parks gets ‘the fame’ while Colette Colvin, who was the first to not give up her seat, has a ‘backstage’ role. (\u003ca href=\"https://www.npr.org/2009/03/15/101719889/before-rosa-parks-there-was-claudette-colvin\" target=\"_blank\" rel=\"noopener\">Hear from Colvin herself\u003c/a> on the role colorism played in her story being forgotten.)\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI5N2JhYzI4NzMwZmYyYTc5MjA0Njcw\" target=\"_blank\" rel=\"noopener\">\u003cstrong>African American Protests in Sports\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Nico, Huck, Mekhi and Avi were inspired by Colin Kaepernicks’ documentary; they explore the legacies of Jesse Owens, Muhammad Ali, and current-day black athletes who are also fighting for civil rights.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjM5OGQ3YmZiNGFiMWI2NmIwZjM2ZjI2\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Bessie Coleman Commemorative Postage Stamp\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Kira shares that she is personally inspired by Bessie Coleman, the first female African American pilot.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003cb>Changes Youth Want to See\u003c/b>\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjM5YjlhMzQ5M2EwOWU0ZmRjNjdhMmEx\" target=\"_blank\" rel=\"noopener\">\u003cstrong>A Call for Safer Black Education\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Grayson believes educators need to create a safe environment to protect students from racism in school.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI1ZjQ5OWU5MjhiMTg1MzAyOTg2NjAx\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Conversations About Curly Hair\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Sloan and Malia encourage listeners to familiarize themselves with Black hair without violating the personal space of Black people.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA1Y2FhZTBhYWE2NGYxZTg5ZGEyMTFi\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Colorism in Black Communities\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Aejana’s cartoon juxtaposes the different treatment Black people with light and dark skin receive in their own communities.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjMxZjZhNGU2YzlhZDYwOGVhNzNlNDVh\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Guilty from Birth\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Jordan’s piece infuses personal anecdotes into her critique of the US. Justice system.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjMxN2M4MjY2YzlhZDYwOGVhNzNlNDM1\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Reparations for Black Americans\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Adiyah advocates for reparations as a step towards a more just economic future for Black people.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE2NzY3NWZkYTEyN2Y3NzBkMDk1ZTlh\" target=\"_blank\" rel=\"noopener\">\u003cstrong>The Under Representation of BIPOC Teachers\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> Malia shares the impact that having so few African American teachers has had on her self-esteem growing up.\u003cbr>\n\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Discover more youth voices from around the country speaking up about Black History topics—all year round and not just in February! Find thousands of student media pieces on the \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/\">\u003cspan style=\"font-weight: 400\">Youth Media Challenge Showcase\u003c/span>\u003c/a>.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Browse more \u003c/span>\u003ca href=\"https://www.kqed.org/education/collection/youth-media-challenges\">\u003cspan style=\"font-weight: 400\">blogs featuring Black youth voices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Want to make space for your students’ voices in class? Find our \u003ca href=\"https://learn.kqed.org/challenges/teachers\">free Youth Media Challenge classroom curriculum\u003c/a>, designed to empower students through media making and authentic audience.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/536390/black-student-voices","authors":["11807"],"categories":["education_1"],"tags":["education_745","education_746","education_758","education_1242"],"collections":["education_3046"],"featImg":"education_536425","label":"education_3046"},"education_536380":{"type":"posts","id":"education_536380","meta":{"index":"posts_1591205157","site":"education","id":"536380","score":null,"sort":[1677274834000]},"guestAuthors":[],"slug":"how-can-parasocial-relationships-affect-your-life","title":"How Can Parasocial Relationships Affect Your Life?","publishDate":1677274834,"format":"video","headTitle":"How Can Parasocial Relationships Affect Your Life? | KQED","labelTerm":{"term":2813,"site":"education"},"content":"\u003cp>Do you feel a special connection with a famous person? You might be in a parasocial relationship. Parasocial relationships are one-sided relationships between a media viewer and someone famous like an actor, musician, athlete, or influencer. Parasocial relationships can have benefits. For example, hearing about an athlete’s struggle with depression might inspire fans to address their own mental health concerns. On the other hand, parasocial relationships are one-sided by definition. This can cause problems, especially if they take the place of real-life relationships.\u003c/p>\n\u003cblockquote>\u003cp>\u003cb>TEACHERS\u003c/b>\u003cspan style=\"font-weight: 400;\">: Bring \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">Above the Noise\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> into your middle or high school classroom with free lesson plans, viewing guide, transcripts and more for all episodes on \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/collection/above-the-noise-collection/\">\u003cb>PBS Learning Media\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Why do some people form parasocial relationships?\u003c/strong>\u003c/p>\n\u003cp>There are a few different ideas for why some people might form these bonds. One theory is called parasocial attachment theory, which suggests that forming parasocial relationships has a lot to do with your attachment style. Attachment styles describe how you relate to people and it’s thought to be influenced by how you bonded with your caregivers when you were young. People with avoidant attachment styles tend to not form these types of relationships, whereas people with more anxious and secure attachment styles tend to have a wider variety of parasocial relationships.\u003c/p>\n\u003cp>\u003cstrong>What are some benefits of parasocial relationships?\u003c/strong>\u003c/p>\n\u003cp>Parasocial relationships can actually help motivate positive changes and well-being for some people. The tween and teen years in particular are a time when people tend to form parasocial relationships, and some research suggests those relationships can help with identity formation and autonomy. Some research has found that when celebrities share their mental health struggles, can motivate people to seek out information about mental health and make people feel like they are part of an in-group that might have similar struggles. Additionally, some research suggests that parasocial relationships can actually help decrease prejudice and stereotypes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What are some of the downsides of parasocial relationships?\u003c/strong>\u003c/p>\n\u003cp>Parasocial relationships can be problematic if they interfere with or take the place of real-life relationships. For example, research has found that they can contribute to anxiety, loneliness, and social isolation, especially if they involve social media. And there’s research that suggests that intense parasocial relationships can be linked to addiction to social media platforms. And if someone feels a parasocial connection to someone who displays problematic or negative behavior or traits, then that person might also pick up some of those things as well.\u003c/p>\n\u003cp>\u003cb>SOURCES\u003c/b>\u003c/p>\n\u003cp>\u003cb>What are Parasocial Relationships (Medical News Today)\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.medicalnewstoday.com/articles/parasocial-relationships\">\u003cspan style=\"font-weight: 400;\">This article in Medical News Today\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> breaks down the pros and cons of parasocial relationships. It also outlines the differences between being a fan and being in a parasocial relationship. \u003c/span>\u003c/p>\n\u003cp>\u003cb>What are Parasocial Relationships (Psych Central)\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://psychcentral.com/health/parasocial-relationships\">\u003cspan style=\"font-weight: 400;\">This article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> examines what a parasocial relationship is and how they are different from parasocial interactions. \u003c/span>\u003c/p>\n\u003cp>\u003cb>What Is Attachment Theory? (VeryWell Mind)\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.verywellmind.com/what-is-attachment-theory-2795337\">\u003cspan style=\"font-weight: 400;\">This article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> explains what attachment theory is. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The Relations Between YouTube Addiction, Social Anxiety and Parasocial Relationships with YouTubers: A Moderated-Mediation Model Based on a Cognitive-Behavioral Framework (Humans and Computer Behavior)\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0747563219301827\">\u003cspan style=\"font-weight: 400;\">This study in the journal Humans and Computer Behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> shows the connection between parasocial relationships and social anxiety. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The Role of Media Figures in Adolescent Development: Relations between Autonomy, Attachment, and Interest in Celebrities\u003c/b>\u003cb> (Personality & Individual Differences)\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.academia.edu/1951577/The_role_of_media_figures_in_adolescent_development_Relations_between_autonomy_attachment_and_interest_in_celebrities\">\u003cspan style=\"font-weight: 400;\">The study in the journal Personality & Individual Differences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> unpacks the role of media figures and celebrities and how they relate to relationships teenagers have in their own lives. \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Do you feel a special connection with a celebrity or famous person? You might be in a parasocial relationship. Myles Bess explores the psychology of parasocial relationships and seeks to answer the question: Why do some people have them and are they harmful?\r\n","status":"publish","parent":0,"modified":1704760095,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":591},"headData":{"title":"How Can Parasocial Relationships Affect Your Life? | KQED","description":"Do you feel a special connection with a celebrity or famous person? You might be in a parasocial relationship. Learn more.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Do you feel a special connection with a celebrity or famous person? You might be in a parasocial relationship. Learn more."},"videoEmbed":"https://youtu.be/OdcEyj8s0h8","sticky":false,"subhead":"Why do some people have special connections with people they don't know, and are these relationships harmful?","excludeFromSiteSearch":"Include","articleAge":"0","path":"/education/536380/how-can-parasocial-relationships-affect-your-life","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Do you feel a special connection with a famous person? You might be in a parasocial relationship. Parasocial relationships are one-sided relationships between a media viewer and someone famous like an actor, musician, athlete, or influencer. Parasocial relationships can have benefits. For example, hearing about an athlete’s struggle with depression might inspire fans to address their own mental health concerns. On the other hand, parasocial relationships are one-sided by definition. This can cause problems, especially if they take the place of real-life relationships.\u003c/p>\n\u003cblockquote>\u003cp>\u003cb>TEACHERS\u003c/b>\u003cspan style=\"font-weight: 400;\">: Bring \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">Above the Noise\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> into your middle or high school classroom with free lesson plans, viewing guide, transcripts and more for all episodes on \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/collection/above-the-noise-collection/\">\u003cb>PBS Learning Media\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Why do some people form parasocial relationships?\u003c/strong>\u003c/p>\n\u003cp>There are a few different ideas for why some people might form these bonds. One theory is called parasocial attachment theory, which suggests that forming parasocial relationships has a lot to do with your attachment style. Attachment styles describe how you relate to people and it’s thought to be influenced by how you bonded with your caregivers when you were young. People with avoidant attachment styles tend to not form these types of relationships, whereas people with more anxious and secure attachment styles tend to have a wider variety of parasocial relationships.\u003c/p>\n\u003cp>\u003cstrong>What are some benefits of parasocial relationships?\u003c/strong>\u003c/p>\n\u003cp>Parasocial relationships can actually help motivate positive changes and well-being for some people. The tween and teen years in particular are a time when people tend to form parasocial relationships, and some research suggests those relationships can help with identity formation and autonomy. Some research has found that when celebrities share their mental health struggles, can motivate people to seek out information about mental health and make people feel like they are part of an in-group that might have similar struggles. Additionally, some research suggests that parasocial relationships can actually help decrease prejudice and stereotypes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What are some of the downsides of parasocial relationships?\u003c/strong>\u003c/p>\n\u003cp>Parasocial relationships can be problematic if they interfere with or take the place of real-life relationships. For example, research has found that they can contribute to anxiety, loneliness, and social isolation, especially if they involve social media. And there’s research that suggests that intense parasocial relationships can be linked to addiction to social media platforms. And if someone feels a parasocial connection to someone who displays problematic or negative behavior or traits, then that person might also pick up some of those things as well.\u003c/p>\n\u003cp>\u003cb>SOURCES\u003c/b>\u003c/p>\n\u003cp>\u003cb>What are Parasocial Relationships (Medical News Today)\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.medicalnewstoday.com/articles/parasocial-relationships\">\u003cspan style=\"font-weight: 400;\">This article in Medical News Today\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> breaks down the pros and cons of parasocial relationships. It also outlines the differences between being a fan and being in a parasocial relationship. \u003c/span>\u003c/p>\n\u003cp>\u003cb>What are Parasocial Relationships (Psych Central)\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://psychcentral.com/health/parasocial-relationships\">\u003cspan style=\"font-weight: 400;\">This article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> examines what a parasocial relationship is and how they are different from parasocial interactions. \u003c/span>\u003c/p>\n\u003cp>\u003cb>What Is Attachment Theory? (VeryWell Mind)\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.verywellmind.com/what-is-attachment-theory-2795337\">\u003cspan style=\"font-weight: 400;\">This article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> explains what attachment theory is. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The Relations Between YouTube Addiction, Social Anxiety and Parasocial Relationships with YouTubers: A Moderated-Mediation Model Based on a Cognitive-Behavioral Framework (Humans and Computer Behavior)\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0747563219301827\">\u003cspan style=\"font-weight: 400;\">This study in the journal Humans and Computer Behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> shows the connection between parasocial relationships and social anxiety. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The Role of Media Figures in Adolescent Development: Relations between Autonomy, Attachment, and Interest in Celebrities\u003c/b>\u003cb> (Personality & Individual Differences)\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.academia.edu/1951577/The_role_of_media_figures_in_adolescent_development_Relations_between_autonomy_attachment_and_interest_in_celebrities\">\u003cspan style=\"font-weight: 400;\">The study in the journal Personality & Individual Differences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> unpacks the role of media figures and celebrities and how they relate to relationships teenagers have in their own lives. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/536380/how-can-parasocial-relationships-affect-your-life","authors":["6544"],"categories":["education_1"],"tags":["education_2852","education_367","education_666","education_745","education_2889","education_2908","education_926"],"collections":["education_2813"],"featImg":"education_536381","label":"education_2813"},"education_536336":{"type":"posts","id":"education_536336","meta":{"index":"posts_1591205157","site":"education","id":"536336","score":null,"sort":[1675191277000]},"guestAuthors":[],"slug":"editorial-cartoons-student-views","title":"Editorial Cartoons Showcase Student Views on Big Issues","publishDate":1675191277,"format":"standard","headTitle":"Editorial Cartoons Showcase Student Views on Big Issues | KQED","labelTerm":{"term":3046,"site":"education"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Incorporating art projects in history, English and social science classrooms helps students practice communication through informed imagery. This spring, try the \u003ca href=\"https://learn.kqed.org/challenges/teachers/political-cartooning\" target=\"_blank\" rel=\"noopener\">Political Cartooning Youth Media Challenge\u003c/a> and see how your students can combine creativity and political commentary to share their views through editorial cartoons.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>Editorial cartooning, which has a rich history in the United States, helps students analyze media messages, formulate their unique perspectives and create original artwork to communicate complex ideas. By emphasizing communication and passion for the subject over art skills, students of all artistic or technical levels can exercise their civic voice.\u003c/p>\n\u003ch3>Join the Challenge\u003c/h3>\n\u003cp>Our \u003ca href=\"https://docs.google.com/presentation/d/1zmDcLWXGalySTmjciSzg0jioyHUh7q9dLj35U5srjBQ/edit#slide=id.g9b0862e2af_0_0\" target=\"_blank\" rel=\"noopener\">free Political Cartooning classroom curriculum\u003c/a> guides students through the process of analysis, topic selection and cartoon creation to develop a unique piece of editorial artwork which reflects students’ views on a topic that’s important to them. This project is perfect for middle and high school students in English, social studies, journalism and art classes.\u003c/p>\n\u003cp>Your students can then publish their editorial cartoons to KQED’s \u003ca href=\"https://learn.kqed.org/challenges/\" target=\"_blank\" rel=\"noopener\">Youth Media Challenge Showcase\u003c/a>, which gives students an authentic public media audience beyond their classroom. Select submissions are also shared on KQED’s digital channels (including posts like this!), as well as with PBS and NPR member stations around the country.\u003c/p>\n\u003cp>Check out the creativity and diverse viewpoints in the student editorial cartoons featured below and read the student’s reflection on their artwork. You can find hundreds more cartoons, as well as audio and video submissions, on the \u003ca href=\"https://learn.kqed.org/challenges/searchbyfilter/filters?isFilter=true&challengeName=Political%20Cartooning%20With%20Mark%20Fiore\" target=\"_blank\" rel=\"noopener\">Showcase\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>\u003cb>Gender Equality\u003c/b>\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjFiM2Q2M2M2YzgxM2Y3ZmQyYzhiYTM5\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Women’s Rights Are Going Back In Time\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> “I created this piece to illustrate the devastating effect that [Roe v. Wade] would inflict on the freedom and abilities of women living in the US.” —Maren B.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI4MzE3NjcwNzQ5ODEwODI3ZDNjMjJi\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Let Me Be\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> “It is only human and innate to perceive and judge so quickly. Nevertheless, we have to respect other individuals and their decisions, no matter how different they are from us.” —Amy T.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI3OTM2ZGExODc0ZTExNWRiM2YyYzFh\" target=\"_blank\" rel=\"noopener\">\u003cstrong>18c from Equal\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> “The pay gap is a big deal so I really want to bring it to people’s attention to try to get them to care about it more and help the women fighting for equal pay.” —Vanessa R.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003cb>Environmental Activism\u003c/b>\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI1ZDk0YTc5MjhiMTg1MzAyOTg2NWFl\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Behind Plastic Bars\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> “Pollution has taken over the ocean and is killing our sea life and waters. The long lasting plastic is depicted with the old gangster turtle in jail.” —Sandra M.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjIyOGRmMzg3ZTQ3NGE2NTYxZDVmNWNm\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Camp Fire\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> “In the sketching and design process, I learned about ways to show an issue by drawing. For example, if you want to talk about climate change you could draw a person roasting a marshmallow over a forest fire.” —Nya M.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjIwMThlMTNhMDhiYTAwNDJmMGUxNzlh\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Our Home Is Not Your Trash Can\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> “This political cartoon demonstrates the excessive amount of garbage that has entered our ocean over many years. This is extremely important because animals in the sea continue to die, the result of so many people’s carelessness.” —Sarina S.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI1OGVmNmU5MjhiMTg1MzAyOTg2NWEw\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Pay At the Pump\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> “This sketch expresses the compromised relationship humans have with non-renewable resources. An unfortunate irony is exposed through the anthropomorphizing of dinosaurs extracting their own fossils.” —Eden S.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003cb>Political Reform\u003c/b>\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA1MzY5OTNhYWE2NGYxZTg5ZGEyMGM1\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Cycle of Incarceration\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> “This cartoon portrays how the criminal justice system traps you and how it can devastate families. The recycling bin is a symbol of the justice system and those incarcerated are being dragged into it by issues like stigmas, mental illness, unemployment, and poverty.” —Isaiah M.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE5Y2VjZWE2YzgxM2Y3ZmQyYzhiYTMw\" target=\"_blank\" rel=\"noopener\">\u003cstrong>The Cost of Fast Fashion\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> “Those supporting Fast Fashion need to be educated on the effect their thoughtless spending has on the environment and their unknowing support of child labor.” —Audrey H.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI2YWY5YmU4ZjE3ODExMzhiMzA5MGYw\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Your Fault, Not Ours\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> “This cartoon represents the unfortunate reality that companies that produce lots of pollution have been shifting the blame to the public.” —Ian H.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Societal Change\u003c/b>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI4ZTk1OGEyOTNjMmI1NDNjMDNmN2I0\" target=\"_blank\" rel=\"noopener\">\u003cstrong>American Adolescence\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> “I found that a factory system’s conveyor belt system perfectly encompassed this idea… [of] the monotony and restrictiveness of the American education system.” —Parish N.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE5ZDE3MzlkZmJjNjkxODE1MjhiYTU5\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Waist of Money\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> “Every few years, Mattel will “update” Barbie to keep up with the changing times. However, these new dolls are the same as the classic blonde doll with a few features changed.” —Anka C.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI5MDYyNzY4NzMwZmYyYTc5MjA0NjNm\" target=\"_blank\" rel=\"noopener\">\u003cstrong>“Dangerous People Not Welcome in America”\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> “Out of all of the things I could have drawn for this project, I decided to draw something that I was able to relate to.” —Steffany C.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE5ZDQ5ZTlkZmJjNjkxODE1MjhiYTVi\" target=\"_blank\" rel=\"noopener\">\u003cstrong>The Daily Lie\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> “The mental health of teens has always been an issue, but it’s only gotten worse with the COVID-19 pandemic.” —Connie Z.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">This spring, try including an art project in your English and social studies class and be amazed by what your students create. Submissions to our \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/political-cartooning\">\u003cspan style=\"font-weight: 400\">Political Cartooning Youth Media Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are open through June 2023!\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704760098,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":842},"headData":{"title":"Editorial Cartoons Showcase Student Views on Big Issues | KQED","description":"See how students are using editorial cartoons to communicate their views on political issues through informed imagery.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"See how students are using editorial cartoons to communicate their views on political issues through informed imagery."},"sticky":false,"subhead":"See how students are using editorial cartoons to share their views on political issues.","excludeFromSiteSearch":"Include","articleAge":"0","path":"/education/536336/editorial-cartoons-student-views","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Incorporating art projects in history, English and social science classrooms helps students practice communication through informed imagery. This spring, try the \u003ca href=\"https://learn.kqed.org/challenges/teachers/political-cartooning\" target=\"_blank\" rel=\"noopener\">Political Cartooning Youth Media Challenge\u003c/a> and see how your students can combine creativity and political commentary to share their views through editorial cartoons.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>Editorial cartooning, which has a rich history in the United States, helps students analyze media messages, formulate their unique perspectives and create original artwork to communicate complex ideas. By emphasizing communication and passion for the subject over art skills, students of all artistic or technical levels can exercise their civic voice.\u003c/p>\n\u003ch3>Join the Challenge\u003c/h3>\n\u003cp>Our \u003ca href=\"https://docs.google.com/presentation/d/1zmDcLWXGalySTmjciSzg0jioyHUh7q9dLj35U5srjBQ/edit#slide=id.g9b0862e2af_0_0\" target=\"_blank\" rel=\"noopener\">free Political Cartooning classroom curriculum\u003c/a> guides students through the process of analysis, topic selection and cartoon creation to develop a unique piece of editorial artwork which reflects students’ views on a topic that’s important to them. This project is perfect for middle and high school students in English, social studies, journalism and art classes.\u003c/p>\n\u003cp>Your students can then publish their editorial cartoons to KQED’s \u003ca href=\"https://learn.kqed.org/challenges/\" target=\"_blank\" rel=\"noopener\">Youth Media Challenge Showcase\u003c/a>, which gives students an authentic public media audience beyond their classroom. Select submissions are also shared on KQED’s digital channels (including posts like this!), as well as with PBS and NPR member stations around the country.\u003c/p>\n\u003cp>Check out the creativity and diverse viewpoints in the student editorial cartoons featured below and read the student’s reflection on their artwork. You can find hundreds more cartoons, as well as audio and video submissions, on the \u003ca href=\"https://learn.kqed.org/challenges/searchbyfilter/filters?isFilter=true&challengeName=Political%20Cartooning%20With%20Mark%20Fiore\" target=\"_blank\" rel=\"noopener\">Showcase\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>\u003cb>Gender Equality\u003c/b>\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjFiM2Q2M2M2YzgxM2Y3ZmQyYzhiYTM5\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Women’s Rights Are Going Back In Time\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> “I created this piece to illustrate the devastating effect that [Roe v. Wade] would inflict on the freedom and abilities of women living in the US.” —Maren B.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI4MzE3NjcwNzQ5ODEwODI3ZDNjMjJi\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Let Me Be\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> “It is only human and innate to perceive and judge so quickly. Nevertheless, we have to respect other individuals and their decisions, no matter how different they are from us.” —Amy T.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI3OTM2ZGExODc0ZTExNWRiM2YyYzFh\" target=\"_blank\" rel=\"noopener\">\u003cstrong>18c from Equal\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> “The pay gap is a big deal so I really want to bring it to people’s attention to try to get them to care about it more and help the women fighting for equal pay.” —Vanessa R.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003cb>Environmental Activism\u003c/b>\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI1ZDk0YTc5MjhiMTg1MzAyOTg2NWFl\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Behind Plastic Bars\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> “Pollution has taken over the ocean and is killing our sea life and waters. The long lasting plastic is depicted with the old gangster turtle in jail.” —Sandra M.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjIyOGRmMzg3ZTQ3NGE2NTYxZDVmNWNm\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Camp Fire\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> “In the sketching and design process, I learned about ways to show an issue by drawing. For example, if you want to talk about climate change you could draw a person roasting a marshmallow over a forest fire.” —Nya M.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjIwMThlMTNhMDhiYTAwNDJmMGUxNzlh\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Our Home Is Not Your Trash Can\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> “This political cartoon demonstrates the excessive amount of garbage that has entered our ocean over many years. This is extremely important because animals in the sea continue to die, the result of so many people’s carelessness.” —Sarina S.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI1OGVmNmU5MjhiMTg1MzAyOTg2NWEw\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Pay At the Pump\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> “This sketch expresses the compromised relationship humans have with non-renewable resources. An unfortunate irony is exposed through the anthropomorphizing of dinosaurs extracting their own fossils.” —Eden S.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003cb>Political Reform\u003c/b>\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA1MzY5OTNhYWE2NGYxZTg5ZGEyMGM1\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Cycle of Incarceration\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> “This cartoon portrays how the criminal justice system traps you and how it can devastate families. The recycling bin is a symbol of the justice system and those incarcerated are being dragged into it by issues like stigmas, mental illness, unemployment, and poverty.” —Isaiah M.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE5Y2VjZWE2YzgxM2Y3ZmQyYzhiYTMw\" target=\"_blank\" rel=\"noopener\">\u003cstrong>The Cost of Fast Fashion\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> “Those supporting Fast Fashion need to be educated on the effect their thoughtless spending has on the environment and their unknowing support of child labor.” —Audrey H.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI2YWY5YmU4ZjE3ODExMzhiMzA5MGYw\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Your Fault, Not Ours\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> “This cartoon represents the unfortunate reality that companies that produce lots of pollution have been shifting the blame to the public.” —Ian H.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Societal Change\u003c/b>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI4ZTk1OGEyOTNjMmI1NDNjMDNmN2I0\" target=\"_blank\" rel=\"noopener\">\u003cstrong>American Adolescence\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> “I found that a factory system’s conveyor belt system perfectly encompassed this idea… [of] the monotony and restrictiveness of the American education system.” —Parish N.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE5ZDE3MzlkZmJjNjkxODE1MjhiYTU5\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Waist of Money\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> “Every few years, Mattel will “update” Barbie to keep up with the changing times. However, these new dolls are the same as the classic blonde doll with a few features changed.” —Anka C.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI5MDYyNzY4NzMwZmYyYTc5MjA0NjNm\" target=\"_blank\" rel=\"noopener\">\u003cstrong>“Dangerous People Not Welcome in America”\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> “Out of all of the things I could have drawn for this project, I decided to draw something that I was able to relate to.” —Steffany C.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE5ZDQ5ZTlkZmJjNjkxODE1MjhiYTVi\" target=\"_blank\" rel=\"noopener\">\u003cstrong>The Daily Lie\u003c/strong>\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\"> “The mental health of teens has always been an issue, but it’s only gotten worse with the COVID-19 pandemic.” —Connie Z.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">This spring, try including an art project in your English and social studies class and be amazed by what your students create. Submissions to our \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/political-cartooning\">\u003cspan style=\"font-weight: 400\">Political Cartooning Youth Media Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are open through June 2023!\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/536336/editorial-cartoons-student-views","authors":["11807"],"categories":["education_1"],"tags":["education_745","education_746","education_1242"],"collections":["education_3046"],"featImg":"education_536342","label":"education_3046"},"education_535656":{"type":"posts","id":"education_535656","meta":{"index":"posts_1591205157","site":"education","id":"535656","score":null,"sort":[1643924651000]},"guestAuthors":[],"slug":"the-secret-economy-of-conspiracy-theories","title":"The Secret Economy of Conspiracy Theories","publishDate":1643924651,"format":"video","headTitle":"The Secret Economy of Conspiracy Theories | KQED","labelTerm":{"term":2813,"site":"education"},"content":"\u003cp>Why do so many people love conspiracy theories and who’s profiting from spreading them? A special collaboration with \u003ca href=\"https://www.commonsense.org/education/\">Common Sense Education\u003c/a>.\u003c/p>\n\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/110?utm_source=kqed-edu&utm_medium=article&utm_campaign=atn\">Click to see this video and lesson plan on KQED Learn\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>What is a conspiracy theory?\u003c/strong>\u003c/p>\n\u003cp>Conspiracy theories are often defined as a belief that a group of people have a secret plot and are responsible for something happening. The theory part is that it’s unproven. Actual conspiracies are proven to be true with documented proof. And actual conspiracies exist, such as the FBI spying on Martin Luther King. There are FBI documents that prove this. Conspiracy theories don’t have actual proof; believers often point to misinformation as proof, or use the lack of proof as evidence of how good the coverup for the conspiracy is. Conspiracy theories can range from mostly harmless to harmful ones that promote hate or deny some form of reality.\u003c/p>\n\u003cp>\u003cstrong>Why do people love conspiracy theories?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Conspiracy theories can provide our brains with easy answers that jive with our preconceived notions and biases. They tend to appeal to “System One” thinking: our emotions, intuition, and gut reactions. According to psychologists, conspiracy theories play into some of our innate human desires, like the desire for certainty, security, and belonging. They tend to pop up in times of crisis.\u003c/p>\n\u003cp>\u003cstrong>Who’s profiting from conspiracy theories?\u003c/strong>\u003c/p>\n\u003cp>Conspiracy theories make the perfect clickbait. They can go wild on social media–making big profits for social media companies and media creators. A lot of that money comes from ad revenue. And media creators can use their views and popularity to sell other merch and products too–profiting even more off the conspiracy theories they are pushing. And when it comes to politics, politicians can push conspiracy theories to stoke fear and gain popularity. This has been happening for a long time in the U.S. In the past, it’s usually been a leader of a majority group claiming that some minority group is plotting against them. More recently, a lot of the conspiracy theories pushed by politicians are about the U.S. government and opposing political parties.\u003c/p>\n\u003cp>\u003cstrong>How can you prevent yourself from falling for conspiracy theories?\u003c/strong>\u003c/p>\n\u003cp>One way could be to just stop and think more deeply about a theory that you’ve come across, before liking or sharing. Cognitive reflection is your ability to override your emotions and gut reactions by stopping and thinking more carefully about something. Research shows that people who score high in cognitive reflection are less prone to falling for conspiracy theories on social media.\u003c/p>\n\u003cp>SOURCES:\u003c/p>\n\u003cp>\u003ca href=\"https://theconversation.com/the-internet-fuels-conspiracy-theories-but-not-in-the-way-you-might-imagine-98037\"> The Internet Fuels Conspiracy Theories…\u003c/a> (The Conversation)\u003c/p>\n\u003cp>\u003ca href=\"https://fivethirtyeight.com/features/why-people-fall-for-conspiracy-theories/\">Why People Fall for Conspiracy Theories\u003c/a> (FiveThirtyEight)\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/lifestyle/wellness/why-uncertain-times-make-us-susceptible-to-conspiracy-theories--and-how-to-protect-yourself/2020/10/16/21becf08-0f1a-11eb-8a35-237ef1eb2ef7_story.html\">Why Some People Are Susceptible to Conspiracy Theories\u003c/a> (Washington Post)\u003c/p>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/0963721417718261\">The Psychology of Conspiracy Theories\u003c/a> (Current Directions in Psychological Sciences)\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7530244/\">Thinking Preferences and Conspiracy Belief\u003c/a> (Front Psychiatry)\u003c/p>\n\u003cp>\u003ca href=\"https://252f2edd-1c8b-49f5-9bb2-cb57bb47e4ba.filesusr.com/ugd/f4d9b9_6910f8ab94a241cfa088953dd5e60968.pdf\">The Anti-Vaxx Industry\u003c/a> (Center for Countering Digital Hate)\u003c/p>\n\u003cp>\u003ca href=\"https://www.brookings.edu/techstream/the-conspiracy-and-disinformation-challenge-on-e-commerce-platforms/\"> The Conspiracy and Disinformation Challenge on e-Commerce Platforms\u003c/a> (Brookings Institution)\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpos.2021.647957/full\">Social Media, Cognitive Reflection and Conspiracy Beliefs\u003c/a> (Frontiers in Political Science)\u003c/p>\n\n","blocks":[],"excerpt":"Why do you love conspiracy theories and who’s profiting from spreading them? Co-produced with Common Sense Education ","status":"publish","parent":0,"modified":1704760205,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":542},"headData":{"title":"The Secret Economy of Conspiracy Theories | KQED","description":"Above the Noise host Myles Bess investigates why conspiracy theories are a profitable business, and how you can avoid falling for them.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Above the Noise host Myles Bess investigates why conspiracy theories are a profitable business, and how you can avoid falling for them."},"videoEmbed":"https://youtu.be/V5xHcok8WLY","sticky":false,"subhead":"Why do we love conspiracy theories and who’s profiting from spreading them?","excludeFromSiteSearch":"Include","path":"/education/535656/the-secret-economy-of-conspiracy-theories","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Why do so many people love conspiracy theories and who’s profiting from spreading them? A special collaboration with \u003ca href=\"https://www.commonsense.org/education/\">Common Sense Education\u003c/a>.\u003c/p>\n\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/110?utm_source=kqed-edu&utm_medium=article&utm_campaign=atn\">Click to see this video and lesson plan on KQED Learn\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>What is a conspiracy theory?\u003c/strong>\u003c/p>\n\u003cp>Conspiracy theories are often defined as a belief that a group of people have a secret plot and are responsible for something happening. The theory part is that it’s unproven. Actual conspiracies are proven to be true with documented proof. And actual conspiracies exist, such as the FBI spying on Martin Luther King. There are FBI documents that prove this. Conspiracy theories don’t have actual proof; believers often point to misinformation as proof, or use the lack of proof as evidence of how good the coverup for the conspiracy is. Conspiracy theories can range from mostly harmless to harmful ones that promote hate or deny some form of reality.\u003c/p>\n\u003cp>\u003cstrong>Why do people love conspiracy theories?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Conspiracy theories can provide our brains with easy answers that jive with our preconceived notions and biases. They tend to appeal to “System One” thinking: our emotions, intuition, and gut reactions. According to psychologists, conspiracy theories play into some of our innate human desires, like the desire for certainty, security, and belonging. They tend to pop up in times of crisis.\u003c/p>\n\u003cp>\u003cstrong>Who’s profiting from conspiracy theories?\u003c/strong>\u003c/p>\n\u003cp>Conspiracy theories make the perfect clickbait. They can go wild on social media–making big profits for social media companies and media creators. A lot of that money comes from ad revenue. And media creators can use their views and popularity to sell other merch and products too–profiting even more off the conspiracy theories they are pushing. And when it comes to politics, politicians can push conspiracy theories to stoke fear and gain popularity. This has been happening for a long time in the U.S. In the past, it’s usually been a leader of a majority group claiming that some minority group is plotting against them. More recently, a lot of the conspiracy theories pushed by politicians are about the U.S. government and opposing political parties.\u003c/p>\n\u003cp>\u003cstrong>How can you prevent yourself from falling for conspiracy theories?\u003c/strong>\u003c/p>\n\u003cp>One way could be to just stop and think more deeply about a theory that you’ve come across, before liking or sharing. Cognitive reflection is your ability to override your emotions and gut reactions by stopping and thinking more carefully about something. Research shows that people who score high in cognitive reflection are less prone to falling for conspiracy theories on social media.\u003c/p>\n\u003cp>SOURCES:\u003c/p>\n\u003cp>\u003ca href=\"https://theconversation.com/the-internet-fuels-conspiracy-theories-but-not-in-the-way-you-might-imagine-98037\"> The Internet Fuels Conspiracy Theories…\u003c/a> (The Conversation)\u003c/p>\n\u003cp>\u003ca href=\"https://fivethirtyeight.com/features/why-people-fall-for-conspiracy-theories/\">Why People Fall for Conspiracy Theories\u003c/a> (FiveThirtyEight)\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/lifestyle/wellness/why-uncertain-times-make-us-susceptible-to-conspiracy-theories--and-how-to-protect-yourself/2020/10/16/21becf08-0f1a-11eb-8a35-237ef1eb2ef7_story.html\">Why Some People Are Susceptible to Conspiracy Theories\u003c/a> (Washington Post)\u003c/p>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/0963721417718261\">The Psychology of Conspiracy Theories\u003c/a> (Current Directions in Psychological Sciences)\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7530244/\">Thinking Preferences and Conspiracy Belief\u003c/a> (Front Psychiatry)\u003c/p>\n\u003cp>\u003ca href=\"https://252f2edd-1c8b-49f5-9bb2-cb57bb47e4ba.filesusr.com/ugd/f4d9b9_6910f8ab94a241cfa088953dd5e60968.pdf\">The Anti-Vaxx Industry\u003c/a> (Center for Countering Digital Hate)\u003c/p>\n\u003cp>\u003ca href=\"https://www.brookings.edu/techstream/the-conspiracy-and-disinformation-challenge-on-e-commerce-platforms/\"> The Conspiracy and Disinformation Challenge on e-Commerce Platforms\u003c/a> (Brookings Institution)\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpos.2021.647957/full\">Social Media, Cognitive Reflection and Conspiracy Beliefs\u003c/a> (Frontiers in Political Science)\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/535656/the-secret-economy-of-conspiracy-theories","authors":["6544"],"categories":["education_1"],"tags":["education_2852","education_666","education_745","education_2889","education_1050"],"collections":["education_2813"],"featImg":"education_535657","label":"education_2813"},"education_535492":{"type":"posts","id":"education_535492","meta":{"index":"posts_1591205157","site":"education","id":"535492","score":null,"sort":[1635356079000]},"guestAuthors":[],"slug":"how-to-argue-better-civil-discourse-online","title":"How To Argue Better Online: Civil Dialogue IS Possible","publishDate":1635356079,"format":"video","headTitle":"How To Argue Better Online: Civil Dialogue IS Possible | KQED","labelTerm":{"term":2813,"site":"education"},"content":"\u003cp>Learn how to win an argument online, when to bow out, and how to respectfully engage people you don’t agree with.\u003c/p>\n\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/106?utm_source=kqed-edu&utm_medium=article&utm_campaign=atn\">Click to see this video and lesson plan on KQED Learn\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Can you even win an argument online?\u003c/strong>\u003c/p>\n\u003cp>The Internet is known for bringing out the worst in people, thanks to something called the disinhibition effect. There are certain aspects of being online that actually lower people’s inhibitions, so people will do or say things they normally wouldn’t do IRL, which can make for some seriously toxic conversations. But, under the right conditions, people can and do actually engage in meaningful dialogue and sometimes change their minds about hot-button issues. The \u003ca href=\"https://www.reddit.com/r/changemyview/\">“Change my View” subreddit\u003c/a> is an online community where people who are open to changing their minds engage in discourse around various topics, and sometimes people do indeed change their minds.\u003c/p>\n\u003cp>\u003cstrong>What gets people to change their minds online?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://arxiv.org/pdf/1602.01103v1.pdf\">Researchers at Cornell University studied the Change My View subreddit\u003c/a> to find out what kind of arguments get people to change their minds. A person is more likely to change their mind if they are presented with an argument with a completely different view than what they were originally thinking. In other words– if you’re able to present an argument that the other person has never considered before, you’re more likely to change their mind. Researchers also found that citing sources and having multiple rounds of back and forth makes it more likely that someone will change their mind.\u003c/p>\n\u003cp>\u003cstrong>How can you tell if someone won’t change their mind?\u003c/strong>\u003c/p>\n\u003cp>Researchers found that while having multiple rounds of back and forth was helpful– if you got past 5 rounds, you’ll probably be unsuccessful. Also, if the person you are arguing with is using the royal “we” instead of “I,” they probably aren’t going to change their mind. This signals that the person you talking with is representing group-think rather than their individual opinion. So in this case, it’s much harder to change a group’s mind than individuals.\u003c/p>\n\u003cp>\u003cstrong>How can you have meaningful conversations online with people you disagree with?\u003c/strong>\u003c/p>\n\u003cp>There are lots of different strategies on how to talk to people you disagree with, like finding the common ground and being respectful. Additionally, it’s important to remain calm, and not let emotions get out of hand. Another tip is to attack the argument, not the person, and to use “I” statements rather than “you.” Like instead of saying “you are such a fool,” it’d be better to say something like, “I disagree with that view because…” And it’s important to actually listen to the other point of view– it’s easy to dismiss any argument when you feel like you are super, right, but you might learn something if you actually listen. At the end of the day, a good conversation should be about connecting with our common humanity rather than trying to “win” an argument. Keep an open mind, and be empathetic.\u003c/p>\n\u003cp>\u003cstrong>SOURCES \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://arxiv.org/pdf/1602.01103.pdf\">Winning Arguments: Interaction Dynamics and Persuasion Strategies in Good-faith Online Discussions \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hbr.org/2013/02/break-your-addiction-to-being\">Your Brain Is Hooked On Being Right\u003c/a> (Harvard Business School)\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2019/12/12/smarter-living/how-to-argue-on-the-internet-without-losing-your-mind.html\">How to Argue on the Internet without Losing Your Mind\u003c/a> (New York Times)\u003c/p>\n\u003cp>\u003ca href=\"https://www.netsafe.org.nz/disagreeing-respectfully/\">How to Respectfully Disagree Online\u003c/a> (Netsafe)\u003c/p>\n\u003cp>\u003ca href=\"https://www.psychologytoday.com/us/blog/brave-talk/202101/11-tips-talking-someone-you-disagree\">11 Tips for Talking for Someone You Disagree With\u003c/a> (Psychology Today)\u003c/p>\n\u003cp>\u003ca href=\"https://www.aota.org/Practice/Manage/Social-Media/disagree-online-without-being-disagreeable.aspx\">8 Steps to Disagreeing Online Without Being Disagreeable\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Learn how to win an argument online, when to bow out, and how to respectfully engage people you don’t agree with.","status":"publish","parent":0,"modified":1704760225,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":637},"headData":{"title":"How To Argue Better Online: Civil Dialogue IS Possible | KQED","description":"Learn how to win an argument online, when to bow out, and how to respectfully engage people you don’t agree with.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Learn how to win an argument online, when to bow out, and how to respectfully engage people you don’t agree with."},"videoEmbed":"https://youtu.be/DE6cKML2LPE","sticky":false,"postYear":"2021","subhead":"Is it even possible to change someone's mind in an online debate or discussion? ","excludeFromSiteSearch":"Include","path":"/education/535492/how-to-argue-better-civil-discourse-online","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Learn how to win an argument online, when to bow out, and how to respectfully engage people you don’t agree with.\u003c/p>\n\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/106?utm_source=kqed-edu&utm_medium=article&utm_campaign=atn\">Click to see this video and lesson plan on KQED Learn\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Can you even win an argument online?\u003c/strong>\u003c/p>\n\u003cp>The Internet is known for bringing out the worst in people, thanks to something called the disinhibition effect. There are certain aspects of being online that actually lower people’s inhibitions, so people will do or say things they normally wouldn’t do IRL, which can make for some seriously toxic conversations. But, under the right conditions, people can and do actually engage in meaningful dialogue and sometimes change their minds about hot-button issues. The \u003ca href=\"https://www.reddit.com/r/changemyview/\">“Change my View” subreddit\u003c/a> is an online community where people who are open to changing their minds engage in discourse around various topics, and sometimes people do indeed change their minds.\u003c/p>\n\u003cp>\u003cstrong>What gets people to change their minds online?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://arxiv.org/pdf/1602.01103v1.pdf\">Researchers at Cornell University studied the Change My View subreddit\u003c/a> to find out what kind of arguments get people to change their minds. A person is more likely to change their mind if they are presented with an argument with a completely different view than what they were originally thinking. In other words– if you’re able to present an argument that the other person has never considered before, you’re more likely to change their mind. Researchers also found that citing sources and having multiple rounds of back and forth makes it more likely that someone will change their mind.\u003c/p>\n\u003cp>\u003cstrong>How can you tell if someone won’t change their mind?\u003c/strong>\u003c/p>\n\u003cp>Researchers found that while having multiple rounds of back and forth was helpful– if you got past 5 rounds, you’ll probably be unsuccessful. Also, if the person you are arguing with is using the royal “we” instead of “I,” they probably aren’t going to change their mind. This signals that the person you talking with is representing group-think rather than their individual opinion. So in this case, it’s much harder to change a group’s mind than individuals.\u003c/p>\n\u003cp>\u003cstrong>How can you have meaningful conversations online with people you disagree with?\u003c/strong>\u003c/p>\n\u003cp>There are lots of different strategies on how to talk to people you disagree with, like finding the common ground and being respectful. Additionally, it’s important to remain calm, and not let emotions get out of hand. Another tip is to attack the argument, not the person, and to use “I” statements rather than “you.” Like instead of saying “you are such a fool,” it’d be better to say something like, “I disagree with that view because…” And it’s important to actually listen to the other point of view– it’s easy to dismiss any argument when you feel like you are super, right, but you might learn something if you actually listen. At the end of the day, a good conversation should be about connecting with our common humanity rather than trying to “win” an argument. Keep an open mind, and be empathetic.\u003c/p>\n\u003cp>\u003cstrong>SOURCES \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://arxiv.org/pdf/1602.01103.pdf\">Winning Arguments: Interaction Dynamics and Persuasion Strategies in Good-faith Online Discussions \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hbr.org/2013/02/break-your-addiction-to-being\">Your Brain Is Hooked On Being Right\u003c/a> (Harvard Business School)\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2019/12/12/smarter-living/how-to-argue-on-the-internet-without-losing-your-mind.html\">How to Argue on the Internet without Losing Your Mind\u003c/a> (New York Times)\u003c/p>\n\u003cp>\u003ca href=\"https://www.netsafe.org.nz/disagreeing-respectfully/\">How to Respectfully Disagree Online\u003c/a> (Netsafe)\u003c/p>\n\u003cp>\u003ca href=\"https://www.psychologytoday.com/us/blog/brave-talk/202101/11-tips-talking-someone-you-disagree\">11 Tips for Talking for Someone You Disagree With\u003c/a> (Psychology Today)\u003c/p>\n\u003cp>\u003ca href=\"https://www.aota.org/Practice/Manage/Social-Media/disagree-online-without-being-disagreeable.aspx\">8 Steps to Disagreeing Online Without Being Disagreeable\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/535492/how-to-argue-better-civil-discourse-online","authors":["6544"],"categories":["education_1"],"tags":["education_2852","education_367","education_666","education_745"],"collections":["education_2813"],"featImg":"education_535493","label":"education_2813"},"education_533139":{"type":"posts","id":"education_533139","meta":{"index":"posts_1591205157","site":"education","id":"533139","score":null,"sort":[1582645130000]},"guestAuthors":[],"slug":"pairing-media-literacy-and-literary-study","title":"Pairing Media Literacy and Literary Study","publishDate":1582645130,"format":"standard","headTitle":"Pairing Media Literacy and Literary Study | KQED","labelTerm":{"term":52,"site":"education"},"content":"\u003cp>Media literacy plays a crucial role in the creation and consumption of literature and fictional pieces, both now and historically. Literary pieces reflect the culture and milieu within which they are situated and the type of media literacy present in that time period. Artifacts of media making run the historical gamut from contemporary to ancient times. At present, we have viral social media posts and videos. In the 17th and 18th centuries there were pamphlet wars. In ancient times, there were cave drawings in Lascaux, France. Superficially, each of these media artifacts seem so different, however the intentions of each remain the same: they all exist as media artifacts composed to not only record reality, but to convey information that would directly or indirectly influence their audiences. In the same way that we can read a text, we can read media artifacts. And, in the same way that media literacy practices teach us skills for reading the “text” of a video or photograph, for example, they can also teach us new skills that can be brought back to reading traditional literary artifacts.\u003c/p>\n\u003cp>Infusing media literacy into an English language arts (ELA) classroom is a powerful approach to scaffold the teaching of literature and composition. It creates a bridge between fiction and non-fiction. In order to understand a piece of fictional literature, one must understand how the cultural landscape influenced the writer and intended audience of the time period in which it was written. Digital and broadcast media are a pervasive part of our modern culture, and literature both influences and is influenced by these media texts. ELA teachers, reading teachers and any teachers using fiction, writing or argumentation in their classrooms would benefit from curricular implementation of media literacy resources that can be applied across all types of media.\u003c/p>\n\u003ch4>Response to Literature and Audience\u003c/h4>\n\u003cp>I teach composition to 9th graders and AP Literature & Composition to seniors. AP Literature & Composition focuses heavily on argumentative writing and claim writing, which is a major focus to pass the AP literature exam. Utilizing KQED media literacy resources such as \u003cem>Above the Noise\u003c/em> videos on \u003ca href=\"https://learn.kqed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Learn\u003c/a> have been tremendously useful in helping students develop claims and thesis statements with salient argumentative points. Each \u003cem>Above the Noise\u003c/em> episode models present research on a debatable topic and develops arguments to support both sides of the issue. I found that some of my students were better able to focus their claim statements once they’d seen it modeled in the videos and in the accompanying lesson. Our topic was \u003ca href=\"https://learn.kqed.org/discussions/11\" target=\"_blank\" rel=\"noopener noreferrer\">“Are Post-Smartphone Reading Habits Hindering Student Literacy?”\u003c/a> and the AP students focused on classical novels they felt were of utility for contemporary audiences to read. Once they had written their own opinion pieces, students published them on the student-only discussion platform \u003ca href=\"https://learn.kqed.org/discussions\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Learn\u003c/a> and then took the next step of engaging with each other’s arguments. Through this they were able to practice critical thinking, and engage with the perspectives of others very different from their own.\u003c/p>\n\u003ch4>Content Creation\u003c/h4>\n\u003cp>When students create audio, visual or video media artifacts as a response to literature, it shows that they are not just consuming the content; they are also manufacturing content themselves. KQED Learn offers many different discussion topics that have significant relevance and meaning for students. Aside from participating in discussions with other students and schools from across the United States, students have the opportunity to create media. These media-driven intellectual cultural contributions are shared through the Make & Share facet of the discussion boards. For my AP Literature & Composition course, we chose to post to the discussion board: \u003ca href=\"https://learn.kqed.org/discussions/11\" target=\"_blank\" rel=\"noopener noreferrer\">“Are Post-Smartphone Reading Habits Hindering Student Literacy?”\u003c/a> For our Make & Shares, we used Canva to make digital book covers connecting the importance of reading various classical novels in contemporary times. The students were able to select their favorite classical novel and use the argumentative prompt structure to convey why they believed reading this novel is extremely relevant in today’s contemporary times. They shared these on the KQED Learn discussion and wrote responses to one another.\u003c/p>\n\u003cfigure id=\"attachment_533145\" class=\"wp-caption aligncenter\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-533145 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2020/02/Fahrenheit-451_AspenMock-160x255.jpg\" alt=\"\" width=\"160\" height=\"255\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2020/02/Fahrenheit-451_AspenMock-160x255.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2020/02/Fahrenheit-451_AspenMock-800x1277.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2020/02/Fahrenheit-451_AspenMock-768x1226.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2020/02/Fahrenheit-451_AspenMock-1020x1628.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2020/02/Fahrenheit-451_AspenMock.jpg 1410w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Digital book cover created by one of Aspen’s students.\u003c/figcaption>\u003c/figure>\n\u003cp>In today’s contemporary approaches to the study of literature, student reflection and co-construction of the themes and ideas inherent in literary tomes is strengthened when they prepare their reflections with the concept of audience consumption in mind. On KQED Learn, students have the opportunity to discuss their ideas with peers from across the country. This takes their responses beyond a self-reflective level and provides an audience beyond the classroom for students’ ideas about literature.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>KQED provides two free micro-credentials–as part of \u003ca href=\"https://edu-landing.kqed.org/certification/\" target=\"_blank\" rel=\"noopener noreferrer\">PBS Media Literacy Educator Certification\u003c/a>–that can assist with how to hone your pedagogical skills to implement a lesson like this include: Making Media for Classroom Use and Implementing Media Projects in the Upper Grades (also available for the Lower Grades).\u003c/p>\n\u003ch4>Research and Fiction Writing\u003c/h4>\n\u003cp>In any ELA classroom, teachers and students embark upon large research projects. Even when researching literature, invariably students read and analyze media artifacts to use as sources in literary response papers. Teachers can get assistance with the necessary pedagogical preparation to teach the complexities of pairing media literacy with literature and composition for deeper understanding through free online professional development on \u003ca href=\"https://teach.kqed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Teach\u003c/a>.\u003c/p>\n\u003cp>For example, my AP Literature & Composition students are currently writing a cycle of three plays about the 1889, 1936 and 1977 Johnstown Floods. Before writing a fictional piece such as a play, students have to undertake a copious amount of research to historically contextualize the fictional pieces they are writing. They have to be able to sift through a variety of media artifacts: newspaper articles, images, survivor accounts, news reports, documentaries and more to become inspired to write their own fictional pieces. In my instruction, I have used approaches from what I learned from the KQED Teach course \u003ca href=\"https://teach.kqed.org/course/finding-evaluating-information\" target=\"_blank\" rel=\"noopener noreferrer\">Finding and Evaluating Information\u003c/a>. It is an invaluable resource to help teachers prepare to teach students how to evaluate sources online for credibility, validity and reliability. Students then synthesize the information they have learned and create a new work to share out with others.\u003c/p>\n\u003ch4>Concluding Thoughts\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Responding, consuming, evaluating and creating are the hallmark skills of any ELA, humanities and social science disciplines, and deep understanding of those skills in our modern era also requires that students can read, analyze and create a broad array of media artifacts. We owe it to our students and ourselves to incorporate all the latest ways to read, research, consume and create genuine, literate responses in a contemporary and ever-changing world.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704760672,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":1123},"headData":{"title":"Pairing Media Literacy and Literary Study | KQED","description":"The skills used for reading the “text” of differtent types of media can also be used to support the teaching of traditional literacy.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"The skills used for reading the “text” of differtent types of media can also be used to support the teaching of traditional literacy."},"sticky":false,"path":"/education/533139/pairing-media-literacy-and-literary-study","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Media literacy plays a crucial role in the creation and consumption of literature and fictional pieces, both now and historically. Literary pieces reflect the culture and milieu within which they are situated and the type of media literacy present in that time period. Artifacts of media making run the historical gamut from contemporary to ancient times. At present, we have viral social media posts and videos. In the 17th and 18th centuries there were pamphlet wars. In ancient times, there were cave drawings in Lascaux, France. Superficially, each of these media artifacts seem so different, however the intentions of each remain the same: they all exist as media artifacts composed to not only record reality, but to convey information that would directly or indirectly influence their audiences. In the same way that we can read a text, we can read media artifacts. And, in the same way that media literacy practices teach us skills for reading the “text” of a video or photograph, for example, they can also teach us new skills that can be brought back to reading traditional literary artifacts.\u003c/p>\n\u003cp>Infusing media literacy into an English language arts (ELA) classroom is a powerful approach to scaffold the teaching of literature and composition. It creates a bridge between fiction and non-fiction. In order to understand a piece of fictional literature, one must understand how the cultural landscape influenced the writer and intended audience of the time period in which it was written. Digital and broadcast media are a pervasive part of our modern culture, and literature both influences and is influenced by these media texts. ELA teachers, reading teachers and any teachers using fiction, writing or argumentation in their classrooms would benefit from curricular implementation of media literacy resources that can be applied across all types of media.\u003c/p>\n\u003ch4>Response to Literature and Audience\u003c/h4>\n\u003cp>I teach composition to 9th graders and AP Literature & Composition to seniors. AP Literature & Composition focuses heavily on argumentative writing and claim writing, which is a major focus to pass the AP literature exam. Utilizing KQED media literacy resources such as \u003cem>Above the Noise\u003c/em> videos on \u003ca href=\"https://learn.kqed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Learn\u003c/a> have been tremendously useful in helping students develop claims and thesis statements with salient argumentative points. Each \u003cem>Above the Noise\u003c/em> episode models present research on a debatable topic and develops arguments to support both sides of the issue. I found that some of my students were better able to focus their claim statements once they’d seen it modeled in the videos and in the accompanying lesson. Our topic was \u003ca href=\"https://learn.kqed.org/discussions/11\" target=\"_blank\" rel=\"noopener noreferrer\">“Are Post-Smartphone Reading Habits Hindering Student Literacy?”\u003c/a> and the AP students focused on classical novels they felt were of utility for contemporary audiences to read. Once they had written their own opinion pieces, students published them on the student-only discussion platform \u003ca href=\"https://learn.kqed.org/discussions\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Learn\u003c/a> and then took the next step of engaging with each other’s arguments. Through this they were able to practice critical thinking, and engage with the perspectives of others very different from their own.\u003c/p>\n\u003ch4>Content Creation\u003c/h4>\n\u003cp>When students create audio, visual or video media artifacts as a response to literature, it shows that they are not just consuming the content; they are also manufacturing content themselves. KQED Learn offers many different discussion topics that have significant relevance and meaning for students. Aside from participating in discussions with other students and schools from across the United States, students have the opportunity to create media. These media-driven intellectual cultural contributions are shared through the Make & Share facet of the discussion boards. For my AP Literature & Composition course, we chose to post to the discussion board: \u003ca href=\"https://learn.kqed.org/discussions/11\" target=\"_blank\" rel=\"noopener noreferrer\">“Are Post-Smartphone Reading Habits Hindering Student Literacy?”\u003c/a> For our Make & Shares, we used Canva to make digital book covers connecting the importance of reading various classical novels in contemporary times. The students were able to select their favorite classical novel and use the argumentative prompt structure to convey why they believed reading this novel is extremely relevant in today’s contemporary times. They shared these on the KQED Learn discussion and wrote responses to one another.\u003c/p>\n\u003cfigure id=\"attachment_533145\" class=\"wp-caption aligncenter\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-533145 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2020/02/Fahrenheit-451_AspenMock-160x255.jpg\" alt=\"\" width=\"160\" height=\"255\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2020/02/Fahrenheit-451_AspenMock-160x255.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2020/02/Fahrenheit-451_AspenMock-800x1277.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2020/02/Fahrenheit-451_AspenMock-768x1226.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2020/02/Fahrenheit-451_AspenMock-1020x1628.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2020/02/Fahrenheit-451_AspenMock.jpg 1410w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Digital book cover created by one of Aspen’s students.\u003c/figcaption>\u003c/figure>\n\u003cp>In today’s contemporary approaches to the study of literature, student reflection and co-construction of the themes and ideas inherent in literary tomes is strengthened when they prepare their reflections with the concept of audience consumption in mind. On KQED Learn, students have the opportunity to discuss their ideas with peers from across the country. This takes their responses beyond a self-reflective level and provides an audience beyond the classroom for students’ ideas about literature.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>KQED provides two free micro-credentials–as part of \u003ca href=\"https://edu-landing.kqed.org/certification/\" target=\"_blank\" rel=\"noopener noreferrer\">PBS Media Literacy Educator Certification\u003c/a>–that can assist with how to hone your pedagogical skills to implement a lesson like this include: Making Media for Classroom Use and Implementing Media Projects in the Upper Grades (also available for the Lower Grades).\u003c/p>\n\u003ch4>Research and Fiction Writing\u003c/h4>\n\u003cp>In any ELA classroom, teachers and students embark upon large research projects. Even when researching literature, invariably students read and analyze media artifacts to use as sources in literary response papers. Teachers can get assistance with the necessary pedagogical preparation to teach the complexities of pairing media literacy with literature and composition for deeper understanding through free online professional development on \u003ca href=\"https://teach.kqed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Teach\u003c/a>.\u003c/p>\n\u003cp>For example, my AP Literature & Composition students are currently writing a cycle of three plays about the 1889, 1936 and 1977 Johnstown Floods. Before writing a fictional piece such as a play, students have to undertake a copious amount of research to historically contextualize the fictional pieces they are writing. They have to be able to sift through a variety of media artifacts: newspaper articles, images, survivor accounts, news reports, documentaries and more to become inspired to write their own fictional pieces. In my instruction, I have used approaches from what I learned from the KQED Teach course \u003ca href=\"https://teach.kqed.org/course/finding-evaluating-information\" target=\"_blank\" rel=\"noopener noreferrer\">Finding and Evaluating Information\u003c/a>. It is an invaluable resource to help teachers prepare to teach students how to evaluate sources online for credibility, validity and reliability. Students then synthesize the information they have learned and create a new work to share out with others.\u003c/p>\n\u003ch4>Concluding Thoughts\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Responding, consuming, evaluating and creating are the hallmark skills of any ELA, humanities and social science disciplines, and deep understanding of those skills in our modern era also requires that students can read, analyze and create a broad array of media artifacts. We owe it to our students and ourselves to incorporate all the latest ways to read, research, consume and create genuine, literate responses in a contemporary and ever-changing world.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/533139/pairing-media-literacy-and-literary-study","authors":["11678"],"series":["education_52"],"categories":["education_1","education_2840"],"tags":["education_745"],"featImg":"education_533143","label":"education_52"},"education_533175":{"type":"posts","id":"education_533175","meta":{"index":"posts_1591205157","site":"education","id":"533175","score":null,"sort":[1582563764000]},"guestAuthors":[],"slug":"4-steps-to-help-students-discuss-real-issues-and-tackle-misinformation","title":"4 Steps to Help Students Discuss Real Issues and Tackle Misinformation","publishDate":1582563764,"format":"standard","headTitle":"4 Steps to Help Students Discuss Real Issues and Tackle Misinformation | KQED","labelTerm":{"term":2837,"site":"education"},"content":"\u003cblockquote>\u003cp>\u003cspan style=\"color: #2b2b2b;font-size: 16px\">When students take the tools of digital media production into their own hands, they learn how media messages are shaped and how to shape their own messages — and their futures. \u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">These classroom and professional learning resources can be used year round to increase media literacy and civic engagement with your students.\u003c/span>\u003c/p>\n\u003cp>\u003cb>1. Get Students Talking About National Issues \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Share powerful commentaries from the \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020\">\u003cspan style=\"font-weight: 400\">Let’s Talk About Election 2020 youth media challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Middle and high school students from across the U.S. are learning digital media literacy and civic engagement by researching policies and issues that impact their lives and communities. Co-hosted by National Writing Project, PBS NewsHour Student Reporting Labs and KQED. Teachers: You can join the challenge and \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/signup\">\u003cspan style=\"font-weight: 400\">add your class here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Help Students Identify Misinformation and Bias\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can help your students understand how to analyze and evaluate the media landscape they are awash in everyday with these videos from the award-winning series \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, hosted on the free student discussion platform KQED Learn.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/39\">\u003cspan style=\"font-weight: 400\">False Equivalence: Are There Some Issues That Don’t Merit a “Both Sides” Approach?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/36\">\u003cspan style=\"font-weight: 400\">How Much Can We Trust YouTube for Reliable Information?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/15\">\u003cspan style=\"font-weight: 400\">Confirmation Bias and Your Brain\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>3. Bring Digital Media and STEM Together — at Last\u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Find practical tips for\u003c/span> \u003ca href=\"https://ww2.kqed.org/education/2019/12/03/civic-engagement-in-the-stem-classroom/\">\u003cspan style=\"font-weight: 400\">Why and How Civic Engagement Belongs in the STEM Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in this article by Science Education Manager Ilana Somasunderam. Then explore a customized list of the \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/stem-resources/\">\u003cspan style=\"font-weight: 400\">best resources for learning with media in STEM classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Treat Yourself to Some “Super” PD! \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Common Sense Education called \u003c/span>\u003ca href=\"https://teach.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> a “super PD resource for making media in the classroom.” You can take these \u003c/span>\u003cb>free \u003c/b>\u003cspan style=\"font-weight: 400\">media-making and media literacy courses for educators online, at your own pace. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ready to be recognized for your hard work? Earn \u003c/span>\u003ca href=\"https://edu-landing.kqed.org/certification/\">\u003cspan style=\"font-weight: 400\">PBS Media Literacy Educator Certification\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by completing a set of competency-based micro-credentials. No seat-time required. \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704760675,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":335},"headData":{"title":"4 Steps to Help Students Discuss Real Issues and Tackle Misinformation | KQED","description":"When students take digital media production into their own hands, they learn how to shape media messages--and their futures. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"When students take digital media production into their own hands, they learn how to shape media messages--and their futures. "},"sticky":false,"path":"/education/533175/4-steps-to-help-students-discuss-real-issues-and-tackle-misinformation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>\u003cspan style=\"color: #2b2b2b;font-size: 16px\">When students take the tools of digital media production into their own hands, they learn how media messages are shaped and how to shape their own messages — and their futures. \u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">These classroom and professional learning resources can be used year round to increase media literacy and civic engagement with your students.\u003c/span>\u003c/p>\n\u003cp>\u003cb>1. Get Students Talking About National Issues \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Share powerful commentaries from the \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020\">\u003cspan style=\"font-weight: 400\">Let’s Talk About Election 2020 youth media challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Middle and high school students from across the U.S. are learning digital media literacy and civic engagement by researching policies and issues that impact their lives and communities. Co-hosted by National Writing Project, PBS NewsHour Student Reporting Labs and KQED. Teachers: You can join the challenge and \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/signup\">\u003cspan style=\"font-weight: 400\">add your class here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Help Students Identify Misinformation and Bias\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can help your students understand how to analyze and evaluate the media landscape they are awash in everyday with these videos from the award-winning series \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, hosted on the free student discussion platform KQED Learn.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/39\">\u003cspan style=\"font-weight: 400\">False Equivalence: Are There Some Issues That Don’t Merit a “Both Sides” Approach?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/36\">\u003cspan style=\"font-weight: 400\">How Much Can We Trust YouTube for Reliable Information?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/15\">\u003cspan style=\"font-weight: 400\">Confirmation Bias and Your Brain\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>3. Bring Digital Media and STEM Together — at Last\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Find practical tips for\u003c/span> \u003ca href=\"https://ww2.kqed.org/education/2019/12/03/civic-engagement-in-the-stem-classroom/\">\u003cspan style=\"font-weight: 400\">Why and How Civic Engagement Belongs in the STEM Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in this article by Science Education Manager Ilana Somasunderam. Then explore a customized list of the \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/stem-resources/\">\u003cspan style=\"font-weight: 400\">best resources for learning with media in STEM classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Treat Yourself to Some “Super” PD! \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Common Sense Education called \u003c/span>\u003ca href=\"https://teach.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> a “super PD resource for making media in the classroom.” You can take these \u003c/span>\u003cb>free \u003c/b>\u003cspan style=\"font-weight: 400\">media-making and media literacy courses for educators online, at your own pace. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ready to be recognized for your hard work? Earn \u003c/span>\u003ca href=\"https://edu-landing.kqed.org/certification/\">\u003cspan style=\"font-weight: 400\">PBS Media Literacy Educator Certification\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by completing a set of competency-based micro-credentials. No seat-time required. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/533175/4-steps-to-help-students-discuss-real-issues-and-tackle-misinformation","authors":["11274"],"series":["education_2837"],"categories":["education_1"],"tags":["education_367","education_3373","education_745","education_3054"],"collections":["education_2813","education_3046"],"featImg":"education_532004","label":"education_2837"},"education_533120":{"type":"posts","id":"education_533120","meta":{"index":"posts_1591205157","site":"education","id":"533120","score":null,"sort":[1580949097000]},"guestAuthors":[],"slug":"drivers-licenses-for-people-in-the-u-s-illegally-the-debate-explained","title":"Driver's Licenses for People in the U.S. Illegally: The Debate Explained","publishDate":1580949097,"format":"video","headTitle":"Driver’s Licenses for People in the U.S. Illegally: The Debate Explained | KQED","labelTerm":{"term":2813,"site":"education"},"content":"\u003cp>The driver’s license is often a symbol of freedom, especially if you’re a teen getting one for the first time. So PBS NewsHour student reporters from Northview High School in Southern California decided to investigate the debate happening around the country over whether people living in the U.S. illegally should be allowed to get driver’s licenses.\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices.\u003cbr>\nKQED Learn: \u003ca href=\"https://learn.kqed.org/discussions/56\">htts://learn.kqed.org/discussions/56\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What are the arguments for allowing people who are in the United States Illegally to get driver’s licenses?\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of the main arguments for providing driver’s licenses include that it makes roads safer. Just because someone is not allowed to get a driver’s license doesn’t mean they aren’t driving anyway, so if you allow people who are already driving to apply for and get a license– that means that they have to pass a driving test, and they can buy car insurance. This policy has also been shown to reduce hit and run accidents. There are also moral arguments that people who are living here regardless of their immigration status still need access to basic needs, like school, doctors, and groceries– and in many places you need a car to access those things. There are also slight economic benefits to states by collecting more license and registration fees. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>What are some arguments against allowing people who are in the U.S. illegally to get driver’s licenses?\u003c/strong> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to several polls, granting driver’s licenses to people in the U.S. illegally is not very popular. Some people see it as rewarding illegal behavior, and it’s not fair to others who have gone through the proper legal process to live here. Additionally, there is concern that this type of legislation could lead to identity and voter fraud or that it could encourage more illegal immigration. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What states allow people in the U.S. illegally to apply for driver’s licenses?\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are currently 13 states and DC that allow people who are here illegally to get a driver’s license. This type of driver’s license is different than REAL ID, and does not allow people to board planes, get into federal buildings or visit nuclear power plants. The states where you can get this ID include: California, Colorado, Connecticut, Delaware, Hawaii, Illinois, Maryland, Nevada, New Mexico, New York, Utah, Vermont, and Washington.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Selected Sources:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pewresearch.org/fact-tank/2019/07/12/how-pew-research-center-counts-unauthorized-immigrants-in-us/\">\u003cspan style=\"font-weight: 400\">Measuring illegal immigration: How Pew Research Center counts unauthorized immigrants in the U.S. (Pew Research Center) \u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncsl.org/research/immigration/states-offering-driver-s-licenses-to-immigrants.aspx\">\u003cspan style=\"font-weight: 400\">State’s Offering Driver’s Licenses to Immigrants\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.pnas.org/content/early/2017/03/28/1618991114\">Providing driver’s licenses to unauthorized immigrants in California improves traffic safety (PNAS)\u003c/a> \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pewtrusts.org/en/research-and-analysis/articles/2015/09/10/impacts-of-licensing-unauthorized-immigrantsanalysis\">\u003cspan style=\"font-weight: 400\">Impacts of Licensing Unauthorized Immigrants An overview of available research (Pew Charitable Trusts) \u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://harvardharrispoll.com/wp-content/uploads/2019/09/HHP_August2019_Topline_RegisteredVoters.pdf\">\u003cspan style=\"font-weight: 400\">August 2019 Harvard-Harris Poll\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.numbersusa.com/news/quinnipiac-voters-new-york-oppose-drivers-licenses-illegal-aliens\">\u003cspan style=\"font-weight: 400\">Quinnipiac: Voters in New York Oppose Drivers’ Licenses for Illegal Aliens \u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.brookings.edu/policy2020/votervital/how-many-undocumented-immigrants-are-in-the-united-states-and-who-are-they/\">\u003cspan style=\"font-weight: 400\">How many undocumented immigrants are in the United States and who are they? (Brookings Institute)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.brennancenter.org/our-work/research-reports/resources-voter-fraud-claims\">\u003cspan style=\"font-weight: 400\">Resources on Voter Fraud Claims (Brennan Center)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.heritage.org/voterfraud\">\u003cspan style=\"font-weight: 400\">Election Fraud Cases from Across the United States\u003c/span>\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"Allowing people who are living in the U.S. illegally to have a driver's license is a very controversial policy. Proponents say it is a public safety issue, and helps decrease uninsured drivers and hit and run accidents. Opponents say it rewards illegal behavior and could potentially lead to voter fraud. After watching the video and hearing from both sides -- what do YOU think? ","status":"publish","parent":0,"modified":1704760689,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":554},"headData":{"title":"Driver's Licenses for People in the U.S. Illegally: The Debate Explained | KQED","description":"Allowing people who are living in the U.S. illegally to have a driver's license is a very controversial policy. Proponents say it is a public safety issue, and helps decrease uninsured drivers and hit and run accidents. Opponents say it rewards illegal behavior and could potentially lead to voter fraud. After watching the video and hearing from both sides -- what do YOU think? ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"videoEmbed":"https://youtu.be/wUZOhpBm7SM","sticky":false,"path":"/education/533120/drivers-licenses-for-people-in-the-u-s-illegally-the-debate-explained","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The driver’s license is often a symbol of freedom, especially if you’re a teen getting one for the first time. So PBS NewsHour student reporters from Northview High School in Southern California decided to investigate the debate happening around the country over whether people living in the U.S. illegally should be allowed to get driver’s licenses.\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices.\u003cbr>\nKQED Learn: \u003ca href=\"https://learn.kqed.org/discussions/56\">htts://learn.kqed.org/discussions/56\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What are the arguments for allowing people who are in the United States Illegally to get driver’s licenses?\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of the main arguments for providing driver’s licenses include that it makes roads safer. Just because someone is not allowed to get a driver’s license doesn’t mean they aren’t driving anyway, so if you allow people who are already driving to apply for and get a license– that means that they have to pass a driving test, and they can buy car insurance. This policy has also been shown to reduce hit and run accidents. There are also moral arguments that people who are living here regardless of their immigration status still need access to basic needs, like school, doctors, and groceries– and in many places you need a car to access those things. There are also slight economic benefits to states by collecting more license and registration fees. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>What are some arguments against allowing people who are in the U.S. illegally to get driver’s licenses?\u003c/strong> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to several polls, granting driver’s licenses to people in the U.S. illegally is not very popular. Some people see it as rewarding illegal behavior, and it’s not fair to others who have gone through the proper legal process to live here. Additionally, there is concern that this type of legislation could lead to identity and voter fraud or that it could encourage more illegal immigration. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What states allow people in the U.S. illegally to apply for driver’s licenses?\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are currently 13 states and DC that allow people who are here illegally to get a driver’s license. This type of driver’s license is different than REAL ID, and does not allow people to board planes, get into federal buildings or visit nuclear power plants. The states where you can get this ID include: California, Colorado, Connecticut, Delaware, Hawaii, Illinois, Maryland, Nevada, New Mexico, New York, Utah, Vermont, and Washington.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Selected Sources:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pewresearch.org/fact-tank/2019/07/12/how-pew-research-center-counts-unauthorized-immigrants-in-us/\">\u003cspan style=\"font-weight: 400\">Measuring illegal immigration: How Pew Research Center counts unauthorized immigrants in the U.S. (Pew Research Center) \u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncsl.org/research/immigration/states-offering-driver-s-licenses-to-immigrants.aspx\">\u003cspan style=\"font-weight: 400\">State’s Offering Driver’s Licenses to Immigrants\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.pnas.org/content/early/2017/03/28/1618991114\">Providing driver’s licenses to unauthorized immigrants in California improves traffic safety (PNAS)\u003c/a> \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pewtrusts.org/en/research-and-analysis/articles/2015/09/10/impacts-of-licensing-unauthorized-immigrantsanalysis\">\u003cspan style=\"font-weight: 400\">Impacts of Licensing Unauthorized Immigrants An overview of available research (Pew Charitable Trusts) \u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://harvardharrispoll.com/wp-content/uploads/2019/09/HHP_August2019_Topline_RegisteredVoters.pdf\">\u003cspan style=\"font-weight: 400\">August 2019 Harvard-Harris Poll\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.numbersusa.com/news/quinnipiac-voters-new-york-oppose-drivers-licenses-illegal-aliens\">\u003cspan style=\"font-weight: 400\">Quinnipiac: Voters in New York Oppose Drivers’ Licenses for Illegal Aliens \u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.brookings.edu/policy2020/votervital/how-many-undocumented-immigrants-are-in-the-united-states-and-who-are-they/\">\u003cspan style=\"font-weight: 400\">How many undocumented immigrants are in the United States and who are they? (Brookings Institute)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.brennancenter.org/our-work/research-reports/resources-voter-fraud-claims\">\u003cspan style=\"font-weight: 400\">Resources on Voter Fraud Claims (Brennan Center)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.heritage.org/voterfraud\">\u003cspan style=\"font-weight: 400\">Election Fraud Cases from Across the United States\u003c/span>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/533120/drivers-licenses-for-people-in-the-u-s-illegally-the-debate-explained","authors":["6544"],"categories":["education_1"],"tags":["education_2852","education_419","education_666","education_3376","education_745","education_2889","education_865","education_2908"],"collections":["education_2813"],"featImg":"education_533121","label":"education_2813"},"education_532747":{"type":"posts","id":"education_532747","meta":{"index":"posts_1591205157","site":"education","id":"532747","score":null,"sort":[1571159460000]},"guestAuthors":[],"slug":"media-literacy-week","title":"Top 3 Videos for Making Sense of Media Literacy","publishDate":1571159460,"format":"standard","headTitle":"Top 3 Videos for Making Sense of Media Literacy | KQED","labelTerm":{"term":2838,"site":"education"},"content":"\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">Media Literacy Week is Oct. 21-25. Get a jump start with these videos!\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Misinformation and propaganda are all over the Internet – and can be especially tough for students to detect. But you don’t have to be a computer scientist to resist the YouTube rabbit hole. You don’t have to be a seasoned reporter to avoid the trap of false equivalence. And you don’t have to be a psychologist to figure out how personal bias affects the way we respond to the news.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Help students make sense of these critical topics with these featured videos created by KQED and PBS Digital Studios.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Demystify Tough Topics in Just a Few Minutes\u003c/span>\u003c/h2>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/discussions/15\" target=\"_blank\" rel=\"noopener\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-488616 size-thumbnail aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-160x90.jpg\" alt=\"host Myles Bess with image of a brain and a tub of bias ice cream\" width=\"160\" height=\"90\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-960x540.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-672x372.jpg 672w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-1038x576.jpg 1038w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-520x293.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain.jpg 1280w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Start with\u003c/span>\u003ca href=\"https://learn.kqed.org/discussions/15\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> Confirmation Bias and Your Brain\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help students recognize how personal bias makes it easier to fall for misin\u003c/span>\u003cspan style=\"font-weight: 400\">formation. Confirmation bias wants us to stay in our comfort zone and dismiss any idea that conflicts with our beliefs. But once students know what’s happening, they’ll be more aware of filter bubbles, look again at the media they consume and examine what they really know about their most strongly held views. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/discussions/39\" target=\"_blank\" rel=\"noopener\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531975 size-thumbnail aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-160x90.jpg\" alt=\"A balance holds an apple labeled False and an apple labeled Equivalence\" width=\"160\" height=\"90\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-1200x675.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-672x372.jpg 672w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-1038x576.jpg 1038w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next, move on to \u003c/span>\u003ca href=\"https://learn.kqed.org/discussions/39\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">False Equivalence: Are There Some Issues That Don’t Merit a “Both Sides” Approach?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Not all information is created equal, and this episode breaks down the reasons why without partisan finger-pointing. Myles interviews award-winning journalist Marisa Lagos. A great complement to the confirmation bias episode, Lagos reminds students to check their sources–and check their own biases–when searching for reliable information. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/36\" target=\"_blank\" rel=\"noopener\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532500 size-thumbnail aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-160x90.png\" alt=\"Female silhouette thinks about diagram of YouTube video recommendations\" width=\"160\" height=\"90\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-1020x574.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-1200x675.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-672x372.png 672w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-1038x576.png 1038w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19.png 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finally, tackle YouTube, the 800-pound social media gorilla and many students’ main source of information. \u003c/span>\u003ca href=\"https://learn.kqed.org/discussions/36\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">How Much Can We Trust YouTube for Reliable Information?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> explores how the YouTube algorithm serves us videos it thinks we want, not a balanced diet of information. It also helps students spot tricky online data voids, which fill with junk news when reliable information about a topic doesn’t exist. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once your students unpack these concepts, get them talking to other students from around the country on \u003c/span>\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a student-only space for online discussion and media making. For each episode, you’ll also find vocabulary support, transcripts in English and Spanish, a lesson plan, student viewing guide and other resources related to each topic. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Keep the Learning Going — for Yourself\u003c/b>\u003c/h2>\n\u003cp>\u003cb>KQED Teach\u003c/b>\u003cspan style=\"font-weight: 400\"> offers free online courses year round that help you learn how to make, analyze, and share media with your students. You can take courses at your own pace or join a facilitated course to learn with peers. Sign up today and \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2019/10/01/facilitated-courses-fall-2019/\">\u003cspan style=\"font-weight: 400\">learn a media skill in just one week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">!\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ready for more? We’ve teamed up with PBS to offer free \u003c/span>\u003cb>Media Literacy Educator Certification\u003c/b>\u003cspan style=\"font-weight: 400\">. Find out more about how you can take \u003c/span>\u003ca href=\"https://edu-landing.kqed.org/certification/\">\u003cspan style=\"font-weight: 400\">bite-sized steps to certification\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704760736,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":488},"headData":{"title":"Top 3 Videos for Making Sense of Media Literacy | KQED","description":"Media Literacy Week is Oct. 21-25. Get a jump start with these videos! Misinformation and propaganda are all over the Internet – and can be especially tough for students to detect. But you don’t have to be a computer scientist to resist the YouTube rabbit hole. You don’t have to be a seasoned reporter to","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/532747/media-literacy-week","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">Media Literacy Week is Oct. 21-25. Get a jump start with these videos!\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Misinformation and propaganda are all over the Internet – and can be especially tough for students to detect. But you don’t have to be a computer scientist to resist the YouTube rabbit hole. You don’t have to be a seasoned reporter to avoid the trap of false equivalence. And you don’t have to be a psychologist to figure out how personal bias affects the way we respond to the news.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Help students make sense of these critical topics with these featured videos created by KQED and PBS Digital Studios.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Demystify Tough Topics in Just a Few Minutes\u003c/span>\u003c/h2>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/discussions/15\" target=\"_blank\" rel=\"noopener\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-488616 size-thumbnail aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-160x90.jpg\" alt=\"host Myles Bess with image of a brain and a tub of bias ice cream\" width=\"160\" height=\"90\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-960x540.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-672x372.jpg 672w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-1038x576.jpg 1038w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-520x293.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain.jpg 1280w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Start with\u003c/span>\u003ca href=\"https://learn.kqed.org/discussions/15\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> Confirmation Bias and Your Brain\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help students recognize how personal bias makes it easier to fall for misin\u003c/span>\u003cspan style=\"font-weight: 400\">formation. Confirmation bias wants us to stay in our comfort zone and dismiss any idea that conflicts with our beliefs. But once students know what’s happening, they’ll be more aware of filter bubbles, look again at the media they consume and examine what they really know about their most strongly held views. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/discussions/39\" target=\"_blank\" rel=\"noopener\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531975 size-thumbnail aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-160x90.jpg\" alt=\"A balance holds an apple labeled False and an apple labeled Equivalence\" width=\"160\" height=\"90\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-1200x675.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-672x372.jpg 672w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-1038x576.jpg 1038w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next, move on to \u003c/span>\u003ca href=\"https://learn.kqed.org/discussions/39\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">False Equivalence: Are There Some Issues That Don’t Merit a “Both Sides” Approach?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Not all information is created equal, and this episode breaks down the reasons why without partisan finger-pointing. Myles interviews award-winning journalist Marisa Lagos. A great complement to the confirmation bias episode, Lagos reminds students to check their sources–and check their own biases–when searching for reliable information. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/36\" target=\"_blank\" rel=\"noopener\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532500 size-thumbnail aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-160x90.png\" alt=\"Female silhouette thinks about diagram of YouTube video recommendations\" width=\"160\" height=\"90\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-1020x574.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-1200x675.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-672x372.png 672w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-1038x576.png 1038w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19.png 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finally, tackle YouTube, the 800-pound social media gorilla and many students’ main source of information. \u003c/span>\u003ca href=\"https://learn.kqed.org/discussions/36\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">How Much Can We Trust YouTube for Reliable Information?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> explores how the YouTube algorithm serves us videos it thinks we want, not a balanced diet of information. It also helps students spot tricky online data voids, which fill with junk news when reliable information about a topic doesn’t exist. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once your students unpack these concepts, get them talking to other students from around the country on \u003c/span>\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a student-only space for online discussion and media making. For each episode, you’ll also find vocabulary support, transcripts in English and Spanish, a lesson plan, student viewing guide and other resources related to each topic. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Keep the Learning Going — for Yourself\u003c/b>\u003c/h2>\n\u003cp>\u003cb>KQED Teach\u003c/b>\u003cspan style=\"font-weight: 400\"> offers free online courses year round that help you learn how to make, analyze, and share media with your students. You can take courses at your own pace or join a facilitated course to learn with peers. Sign up today and \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2019/10/01/facilitated-courses-fall-2019/\">\u003cspan style=\"font-weight: 400\">learn a media skill in just one week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">!\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ready for more? We’ve teamed up with PBS to offer free \u003c/span>\u003cb>Media Literacy Educator Certification\u003c/b>\u003cspan style=\"font-weight: 400\">. Find out more about how you can take \u003c/span>\u003ca href=\"https://edu-landing.kqed.org/certification/\">\u003cspan style=\"font-weight: 400\">bite-sized steps to certification\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/532747/media-literacy-week","authors":["11274"],"series":["education_2838"],"categories":["education_1","education_50"],"tags":["education_367","education_745"],"collections":["education_2813"],"featImg":"education_531975","label":"education_2838"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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