critically analyzing conspiracy theories
TRANSCRIPT
Renee HobbsProfessor of Communication StudiesDirector, Media Education LabUniversity of Rhode Island USATwitter: @reneehobbs
A Workshop:
Critically Analyzing Conspiracy Theories
Landeszentrale fur politische Bildung Berlin
May 19, 2017
LOVE HATE
CONSPIRACY THEORIESHow Many Do You Recognize?
Who Killed JFK? 9/11 Area 51 HolocaustBirtherism Moon Landings Jesus and Mary Magdalene IlluminatiCIA Experiments ChemtrailsElvis EbolaVaccines Global Warming
DEFINE SOME VOCABULARY WORDS TO UNDERSTAND CONSPIRACY THEORIES
conspiracyanxietyhoaxparanoidpessimism“false flag”
Are conspiracy theories beneficial, harmless or harmful?
Should students learn to critically analyze conspiracy theories in school? Why or why not?
Conspiracy Theories in an Information Age
1. Choice Overload2. Sharing in a Network Culture3. Six Types of Fake News4. New Forms of Authority5. Norms of Human Information Processing6. Why We Share7. How Context Shapes Text 8. Familiarity = Believability
New Realities in a Networked Global Society
Cost to produce content is low
Massive fragmentation of production & consumption
Viral sharing means popularity = profit
Content is consumed as unbundled snippets on social media
Six Types of Fake News
Disinformation
Propaganda
Hoax
Parody/Satire
Errors in Journalism
Partisanship
Informing and Engaging the Public
Controlling Knowledge, Attitudes & Values
Cultural Criticism or Creative Expression
New Forms of Authority
Attention economics is surpassing traditional forms of authority and expertise
our attention — and most of it free —being found is valuable."
Immediacy
Personalization
Interpretation
Findability
Selective exposure
Confirmation bias
Reality maintenance
Performative sharing
60% of people share content without reading/viewing it
Human Information Processing
Government commission concludes: Peace is not in the interest of a stable society.
Even if lasting peace "could be achieved, it would almost certainly not be in the best interests of society to achieve it.”
Context Shapes Text
Becomes a best selling book, translated into 15 languages
1972: Leonard Lewinadmits he is the author & explains its purpose as dark political satire
Context Shapes Text
1990:Liberty Lobby publishes the report as a public domain document
Right-wing websites re-distribute it online
Context Shapes Text
Both LEFT AND RIGHT WING radicals believe that government creates war for economic benefit
Context Shapes Text
Familiarity Equals Believability
THE POWER OF A SINGLE EXPOSURE
Participants who were exposed to a conspiracy video were significantly less likely to :• think that there is widespread scientific agreement on
human-caused climate change• sign a petition to help reduce global warming • donate or volunteer for a charity in the next six months.
--Daniel Jolley and Karen Douglas, 2013
REFLECT ON SOMETHING YOU LIKED OR LEARNED Using Today’s Meet
www.todaysmeet.com/conspiracy
Media Literacy: A Pedagogy of Inquiry
“The thing is, Google search isn’t neutral. Like any other set of complex algorithms, search is shot through with the values of its creators.”
-Wohlsen, 2016
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Conspiracy theories are alarm systems that help people deal with threat. They resonate most among groups suffering from loss, weakness, or disunity.
--Uscinski & Parent, 2014
Are conspiracy theories beneficial,
harmless or harmful?
Should students learn how to critically
analyze conspiracy theories in school? Why or why not?
TIME TO REFLECT
Understand differences in the quality of information sources
Distinguish between anecdote and authoritative evidence Recognize disinformation and propaganda Understand how search engines operate Use a variety of websites with different perspectives and
recognize their points of view Apply critical questions to analyze YouTube video Appreciate the importance of source verification of online
information Participate in online dialogue by composing responses that
demonstrate independent thinking and respect for others’ views
By exploring conspiracy theories, students strengthen
critical thinking skills that advance media literacy
Discussion of conspiracy theories is motivating to adolescent learners
Students improve Internet search skills They practice reasoning and analysis skills
in a structured way They improve their communication and
collaboration skills The topic is perceived as relevant and
timely Discussion and critical analysis promotes
intellectual curiosity
Teaching about conspiracy theories risks validating them
There’s not enough time in class to examine evidence in depth
There’s too much junk information online on these topics
It’s too easy to trivialize conspiracy theories, reinforcing “us” and “them” thinking
Are conspiracy theories beneficial,
harmless or harmful?
Should students learn how to critically
analyze conspiracy theories in school? Why or why not?
TIME TO REFLECT
Conspiracy theories are constructed by people, they have an author, purpose, point of view & bias
Even brief exposures to conspiracy theories can increase their believability
Composing critical commentary about conspiracy theories using digital annotation tools may advance the development of critical thinking skills
Conspiracy theories resonate in an age of anxiety by simplifying complex and ambiguous realities
People need to take time to reflect on how conspiracy theories reflect and shape perceptions of the world
Renee Hobbs
Professor of Communication Studies
Director, Media Education Lab
Harrington School of Communication and Media
University of Rhode Island USA
Email: [email protected]
Twitter: @reneehobbs
WEB: www.mediaeducationlab.com