Procedure

This exercise consists of two parts. Participants use peer learning to acquire various practical and theoretical aspects of checking and evaluating information.

In the first part, participants are divided into small groups. In the small groups, they first divide themselves among the seven stations and work on one question or a new skill at each station. They then prepare their newly acquired knowledge for presentation to the large group.

In the second part, the small groups present their results to the others so that they can benefit from them.

Preparation

• The working materials for the individual stations must be printed out in advance.

Notes on moderation

• The group work topics listed below can be selected depending on the time available, the needs and prior knowledge of the group.

Overview of work topics with learning objectives

• The evolution of fake news
• When it comes to fake news, everything is quickly lumped together. But what types of misinformation actually exist? And why do they end up on the internet? Participants develop a differentiated view of different types of misinformation and disinformation.
• Fake it until you make it!
• Participants learn how to produce disinformation material themselves using simple means. In doing so, they develop an awareness of how easy sources can be manipulated and thus learn how to handle information sources sensitively.
• YouTube for fact checkers
• How can you check and effectively search videos on YouTube? In this group challenge, participants learn the basics of how to use the video platform confidently.
• Fact-checking to combat fake news?
• When fake news is a topic of public debate, the first reflex is often to call for fact-checking. What fact-checking initiatives already exist? And how useful are fact checks anyway? In this exercise, participants discuss theoretical aspects of fake news and facts.
• Verifying images
• Images are a frequently used means of disinformation. In this exercise, participants learn about metadata and reverse image search.
• Dealing with disinformation
• It is easy to come across disinformation or conspiracy theories on social media or in chat groups. But what is the right way to deal with it? Should you ignore it, report it, or counter it? In this exercise, participants discuss the complex and individual ways of dealing with disinformation.
• Assessing the quality of information sources
• Assessing the quality of information sources can sometimes be complicated, both in analog and digital formats. In this exercise, participants develop their own checklist to help them better assess sources.