Steps
- At the start of each class period, prompt students with a source or claim that you have encountered recently (could be related to current events or to the topic of the course).
- Give them 2-3 minutes to evaluate it using a piece of the SIFT method of their choosing
- Have students report out what they found about the claim or source.
Considerations
- This would work particularly well if you’ve had the class work through the Check Please, Starter Course
- This exercise doesn’t need to take a lot of time. Part of the value of the SIFT framework is that it can be done quickly, it does not rely on the completion of a lengthy checklist. A small amount of time and effort can help us move towards better information.
- Use a mix of claims/sources that sound far fetched but are actually basically true, and claims/sources that become dubious under a bit of scrutiny.
- If you struggle to identify claims for use in this activity, consider signing up for the SIFT Newsletter from the News Literacy Project. This newsletter is sent weekly from September to May and includes current events relating to evaluating online information as well as fact checks of claims that are currently circulating. Archives available here.
- Once students have the hang of SIFT, consider expanding the discussion to include examination of why particular false claims get circulated. (For example in a course on racism, examine the origin of the claim that aliens built the pyramids.)