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To assess DIKW in the context of misinformation, use a case study (for example, how protesters laid down in front of mounted police during the "Freedom Convoy" so they could be filmed on the ground after the horses passed (horses won't step on people) with a narrator exclaiming, "The horses just trampled those people!").
To assess, students access a resource timeline and create two DIKW diagrams, one which contains the assumptions behind the misinformation narrative, and one which documents what actually happened. This can easily be done with Google Slides or with a charting tool like LucidChart.
Essential Question: How do we make sense?
Source: News articles
Format: Presentation, Circle Discussion, Pair/Share, Exit Ticket
Learning Objectives: Students will:
Think about how lies spread, and why
Connect a conspiracy misinformation story to their own school experiences (Devious Licks)
Share thoughts and feelings about how conspiracy and criminal groups are dangerous
Use DIKW to analyze how we move from data to information, knowledge and wisdom.
Summary:
This lesson is a pivot from social media (ending at the Social Dilemma scene about how Instagram hurts insecure teen girls by how it accesses their developmental needs and offers solutions that make things much worse) to Misinformation.
Although Misinformation is amplified by social media, it has been with us a long time. It's just much worse now. It is all around us... nationally in "Stop the Steal" and in schools in 2021-22 because of the TikTok Devious Licks "challenge".
What makes students decide to join groups they do not understand and ask them to cause harm? How is that tendency made worse by social media and by the ways we relate to data and information that pass before us all the time, now that we are online so much?
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