The first wave of web media literacy lesson plans and resources were based on complex analytic frameworks like the CRAAP test (evaluating Currency, Relevance, Authority, Accuracy and Purpose).

There are many lists and sublists, like IFLA's 8 Questions, the Trust Project’s 8 Indicators and NAMLE’s 3 Key Questions (see below):

The NAMLE list above is not exhaustive. For example, though it asks "why might this message matter to me?" it does not ask “what biases do I have that might distort my response to this information?”, as some do, or “what is my current state of mind and readiness to engage System 2 right now?” (which might be useful when scrolling) .

These long “Misinformation Detection” lists can be framed as “analysis inventories.” They direct their investigative flashlights and magnifying glasses all over - from the artifact to its context, other representations, as well as the biases and disposition of the person doing the investigation. When they were introduced, it was not clear whether they were recommending processes that all of us consciously should do every time we look at a new piece of information on an unfamiliar source, or whether this was training to distinguish facets of the media literacy landscape that might come up if we happen to notice them.

This is an important distinction for Media Literacy Education: are these lists fact checking procedures, or concept formation training?

There have been many iterations of the Trust Project's 8 Indicators. The current set does not match either of the previous infographics below. The media literacy ecosystem is always changing and we are continually learning more about how to manage it.