Combating Misinformation in Higher Education: A Case Study in American Government
The rise of social media has transformed the information landscape, particularly for Generation Z, who increasingly rely on platforms like TikTok, YouTube, and Instagram for news and information. This shift presents a significant challenge for educators, who must grapple with the influx of misinformation and conspiracy theories into the classroom. No longer do students arrive with a foundational understanding of civics gleaned from traditional sources; instead, they bring a complex mix of information, often unsubstantiated, shaped by their online experiences. This new reality compels educators to equip students with the critical thinking skills necessary to navigate the digital age and participate responsibly in a democracy. One such effort, spearheaded by Mike Evans, an instructor at Georgia State University, offers a promising model for integrating digital literacy into existing curricula.
In 2021, Evans, the lead instructor for American Government 1101, recognized the growing problem of online misinformation among his students. He observed a decline in factual knowledge and a corresponding increase in the acceptance of conspiracy theories, driven by their constant exposure to unverified claims on social media. Evans understood the urgent need to address this issue, recognizing that his course, designed to cultivate informed and responsible citizens, could not ignore the pervasive influence of digital misinformation. However, overhauling a large course with thousands of students and multiple instructors presented a logistical hurdle. The solution emerged in the form of the Civic Online Reasoning curriculum, developed by a research group at Stanford University. This free curriculum offered a structured approach to teaching fact-checking strategies based on the methods employed by professional fact-checkers.
The Civic Online Reasoning curriculum was designed to bridge a critical gap in education: the lack of formal instruction in evaluating online information. While digital literacy programs existed, they often encompassed a broad range of topics, from video editing to cyberbullying, without a targeted focus on critical evaluation of online sources. The Stanford program honed in on essential skills for informed citizenship, emphasizing “lateral reading”—the practice of verifying information by consulting multiple, credible sources. This approach encourages students not just to assess the message but also to scrutinize the messenger, considering the source’s credibility, potential biases, and any conflicts of interest. Initial testing in high school classrooms demonstrated the effectiveness of this approach, with students showing significant improvement in their ability to identify credible information. This success paved the way for adapting the curriculum for college-level courses.
The adapted Civic Online Reasoning curriculum was implemented in Evans’ American Government 1101 course as a series of short, asynchronous modules that students could complete independently. Critically, these modules were directly integrated with the course content, using real-world examples relevant to the topics being studied. For instance, students analyzed an Instagram video falsely claiming that President Biden was intentionally raising gas prices, and they evaluated a TikTok video about Supreme Court Justice Ketanji Brown Jackson’s confirmation posted by a partisan organization. This contextualized approach allowed students to apply the fact-checking strategies to information they were likely to encounter in their daily lives, reinforcing the relevance and importance of these skills.
The curriculum employed innovative teaching methods to demystify the tactics often used to spread misinformation. Videos were created to expose common manipulation techniques, such as selectively edited videos, quotes taken out of context, and corporate-funded websites disguised as grassroots movements. Furthermore, students were taught practical fact-checking skills, including lateral reading and verifying the credentials of sources. The curriculum also challenged common misconceptions about online information, such as the unreliability of Wikipedia and the assumption that “.org” websites are automatically charitable organizations. The total time commitment for these modules was minimal, requiring only 150 minutes over the entire semester, and implementation was seamless, requiring no changes to the existing course structure.
To assess the impact of the Civic Online Reasoning curriculum, a study was conducted involving 3,488 students across two semesters. Students completed a test at the beginning and end of the course, measuring their ability to identify unreliable sources and evaluate the credibility of information. The results were encouraging: students demonstrated an 18% improvement in their ability to discern credible sources, and a significant majority reported learning valuable skills from the modules. This positive outcome, achieved with minimal disruption to the course, underscores the potential of this approach to enhance digital literacy in higher education.
The success of this intervention provides a compelling model for other educators seeking to address the challenge of misinformation. The approach is adaptable to various disciplines, particularly those susceptible to misinformation, such as history, nutrition, economics, biology, and politics. The findings from this study, along with similar results from other college campuses, demonstrate the feasibility and effectiveness of integrating digital literacy education into existing curricula without requiring extensive overhauls. In a digital world saturated with misinformation, equipping students with the critical thinking skills to evaluate information is not just a pedagogical imperative but a civic responsibility. This approach offers a practical and impactful way to empower students to navigate the complex information landscape and become informed, responsible citizens.
