The new board president of News Decoder’s nonprofit wants to help students tell their stories and discover a wider world. Nouvelles-Découvertes Board President Christian Henry. Christian Henry has a portal in his office. To some, it’s a photo of a turquoise-water...
Historians dig up stories that document our past the way archeologists sift through relics. The more they learn the more we realize how much we don’t know. A stack of books in a bookstore that tell only one version of the world. (Illustration by News Decoder)...
Historians dig up stories that document our past the way archeologists sift through relics. The more they learn the more we realize how much we don’t know. News Decoder’s Editorial News Director Marcy Burstiner examines history and the versions of history that we’re told.
Exercise: Explore the idea of stories being told from different perspectives and of certain histories being silenced or underrepresented. Choose a current topic and have students look at it from different perspectives. What kinds of histories might be forged through telling the story in different ways?
Cathal O’Luanaigh, News Decoder’s newest team member, brings a multilingual and multimedia perspective to our schools program. Cathal O’Luanaigh teaching an English Matters Erasmus+ course in Dublin. (Courtesy Cathal O’Luanaigh) Cathal...
A one-week workshop produced three winners in our storytelling contest. Across the Atlantic, St. Andrews Episcopal in Mississippi tied for second place. Stories produced out of a week-long media camp at Realgymnasium Rämibühl Zürich (RGZH) took three prizes in...
News and media literacy groups are calling on Europe to include journalism in media literacy education. Students need to know how to spot news they can trust. A teen points to a site that can be trusted while another gives a different site a thumbs down. Illustration...
Young people engage with the news in its many, diverse forms but they can’t always trust its reliability or may not verify sources. It is vital that young people be able to discern between real news and fake, verified trustworthy sources and polemic, propaganda or clickbait. In this piece, Aralynn Abare McMane talks to news and media literacy groups and explores why they are calling for Europe to include journalism in media literacy education.
Exercise: In order to better understand the wider issues surrounding media literacy, ask students to choose one of the organizations or projects mentioned in the article. They should undertake independent research into what they do. In groups, they can look into their chosen organization or project and prepare a short presentation summarizing what they do and the key issues they address. They should then reflect on why this organization exists, what problem it solves and how its objectives help students like them in the real world.