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A 1000 years is a mighty long time for an invention to have never had a modification, but apparently that’s the case with the good old umbrella~

So ….. at first glance ….. it seems far fetched to think that there could be any kind of connection between ladybirds and umbrellas.

It seems though, that Japanese scientists, who created a see-through forewing out of transparent resin and transplanted it onto the wings of a ladybird, may finally be able to discover just how the wings of a laydbird so elegantly open and close to enable flight.

Information gleaned from this research, it is thought, may well be the key to building an umbrella that does not blow inside out on a windy day!

Have a read of the original article  Ladybird wings could help change design of umbrellas for first time in 1,000 years  written by Sarah Knapton and published in The Telegraph (15th May, 2017).

Be sure to watch the video in this article. It’s fascinating!  The implications of this research could be quite profound.

Nothing much ….. or heaps?

Who, what, when, where and how is this issue being tacked in schools?

  • Who is taking fake news seriously?
  • What is being done to combat fake news?
  • When is fake news being tackled?  Before or after the fake news has been circulated?
  • Where is fake news being tackled? In subject specific classrooms or centrally via the school library?
  • How are our students being trained to be discerning believers of that which they read or hear?

It would be interesting to run a survey of schools and find out some answers to this question.  Feasible or likely – do you think?

An undeniable fact though is that the term ‘fake news’ has probably never been bandied around more that it is today.  Indeed, ‘fake news’ has been selected as the Macquarie Dictionary’s word of the year.  Commenting on this decision, its editor, Susan Butler says:

“There has come a point with fake news where people are beginning to believe what they want to believe, whether or not the news story is actually true.”

(Sydney Morning Herald, January 25, 2017)

Is the term ‘fake news’ new?

Not really, is the implication of a hefty article by James Carson of The Telegraph which claims the term jumped into mainstream media with Donald Trump’s accusations against CNN but in reality is another term for ‘bending the truth’ or propaganda, a tool used to influence public opinion for quite some time.

If the frequency of the term ‘fake news’ is starting to wear thin though, equally powerful ‘catch phrases’ have started to pop up: ‘alternative facts’ and ‘misinformation’ being the two front runners.

It’s clear that today though, the spread of ‘fake news’, ‘alternative facts’ and ‘misinformation’ has never been easier.

Social Media has rewritten the books! 

The implication of information being published and shared at will, without any authoritative verification of its truth is, to put it plainly, very scary!

Moves to address the issue are coming thick and fast.  Just a couple of weeks ago, I blogged about this very issue: Evidence based journalism: WikiTRIBUNE which highlighted platforms and programs that are being developed to help people verify facts.

Educating our students to be discerning and informed on how to sift fact from fiction has probably never been more important!   Teaching them specifically how to fact check through valuable online resources such as Snopes, FactCheck and PolitiFact Australia are important and essential!

But this is only one aspect of the kind of education we should be providing in our schools.  So much more needs to be included in an education program.

A recent report – Students fight fake news and the spread of misinformation – about one school’s effort in Melbourne to tackle this issue was inspiring.  Students in English classes at Lowther Hall in Essendon are encouraged to apply the CRAAP test – checking for currency, relevance, accuracy, authority and purpose – to articles they come across in the press.

Reading this article seems to imply that this process was developed in Melbourne by this school’s Head of English but an online search finds reference to the CRAAP Test dating back to 2012 in a paper written by Sarah Myhre: Using the CRAAP Test to Evaluate Websites. More recently though, the American Library Association has updated its CRAAP test for spotting fake news.  A quick reference as to what is included in the CRAAP test can be found online.

Teacher Librarians have forever been working with students in sessions either alone or in a team teaching situation with subject teachers to instill in students an awareness of the currency, relevancy, accuracy and authority of information they come across online.

Indeed – one of the massive failures of the current climate of school administrations as they apply staffing and resource cuts to school libraries is a recognition of the value of having qualified and experienced teacher librarians to lead and guide school communities to recognize and address this modern scourge!

I came across a fabulous link the other day from Education Technology and Mobile Learning which is perfect for use with students by either English teachers or any of us working in school libraries.

The Digital Storytelling Wheel for Teachers post looks like one of those posts that will keep any teacher and their students busy for a very long time as they work their way through exploration of a huge range of iPad and Android Apps together with a host of Web tools.

I just love the graphic too!

For years, teacher librarians have been teaching students not just how to run online searches but how important it is to authenticate information found.

But over the last 12-18 months with the preponderance of ‘fake news’ popping up not just on the internet but in usually reliable print publications such as newspapers and journals, the impact ‘fake news’ has had on our world has been the subject of much discussion around the globe.

So it is refreshing to see that the conversation has now started to shift from how dangerous fake news is to how to spot and combat fake news.

Perhaps under threat from mega million law suits, Facebook has been one of the first to take a lead by informing users of some basic tips on how to spot false news.

For a few brief days in mid April this year, Facebook users in just 14 countries got to see this alert:

from where they could read through the following concise and useful tips on how to spot false news:

Why only 14 countries were included in this roll out and why the alert was only live for a few days is a complete mystery.  Given the value this kind of shared information can have in the fight against the spread of misleading and false information, one can only hope that Facebook was testing the ground and will come back to making this a permanent alert available to global Facebook users.

As reported by engadget recently, Google also is attempting to stamp out the spread of fake news by inserting a ‘Fact check by’ tag on searches on contentious issues.

Another interesting development this week is the announcement by Wikipedia founder Jimmy Wales.

WikiTRIBUNE is being developed as a new kind of news platform.  By calling on the community to work hand-in-hand with journalists, the aim is to verify and edit facts before they appear online.  Using crowdfunding to hire 14 journalists, it is intended that WikiTRIBUNE, like Wikipedia, will be free to access.

WikiTRIBUNE is set to differ from other news outlets in four specific ways:

  • the news source will be clearly stated
  • access to WikiTRIBUNE will be free and ad free
  • contributors from both the community and journalists will be equals
  • to achieve full transparency donors will be informed where money goes

Read more about the purpose and nature of WikiTRIBUNE in this excellent engadget article Wikipedia co-founder launches Wikitribune to fight fake news or listen to Jimmy Wales himself as he invites the world to come on board.

 

Even though this is an ad published late last year for the new MacBook Pro, the video encapsulates some of the most revolutionary ideas that have been developed by man.

Quite literally

Ideas push the world forward!”

 

Stephen King’s writing is legendary.

His books, of which there are more than 50, have sold more than 350 million copies worldwide.  Many of them have been adapted into movies, TV shows and comic books.  In addition to his novels, he has written more than 200 short stories.

While reading the genre of horror, supernatural fiction, suspense, science fiction and fantasy may rule him out as being your favourite kind of author, it is not many writers who have had such an impact on the world of literature or written as prolifically.

So having the opportunity to listen to Stephen King’s thoughts in a short radio interview late last year, I was surprised to find that his words resonated strongly with me.  Most particularly when he said

We forget what it is to be a child.”

my ears pricked up.  Why is it, King questions, that adults forget how to look at the world through the eyes of a child.

His thoughts remind me of the words of that well known educator, Sir Ken Robinson, who in videos such as Do schools kill creativity? also laments the fact that children lose their creativity as they work their way from pre-school through to the end of high school.

Have a listen to this short interview and in the process be spellbound by the incredible drawings that accompany the interview.

I came across this video a little while ago.

It’s one of those videos which makes you appreciate how easy it is to impart knowledge in the most simple of ways.  For teachers we refer to it as our

bag of tricks!

Once you’ve been in teaching for a little while, knowing how to present to students so that they really ‘get’ the point of the lesson really becomes second nature.

Teaching becomes so routine, that sometimes, we even forget that we have these skills ‘up our sleeve’!

What am I talking about?  Simple teaching skills such as

  • Gaining attention by breaking with routine.
  • Using silence for optimum results.
  • Ensuring words of instruction are minimized.
  • Engaging with students at their level.
  • Asking pointed question to stimulate thought.
  • Utilizing student knowledge to highlight information being shared.
  • Injecting humour into the lesson.
  • Incorporating physical objects to illustrate a point.
  • Exploring alternate teaching styles.
  • Allowing students to draw conclusions.

The lesson being imparted in this video is valuable for us all.  The point of the lesson is made clearly and strongly.