Secondary 1

(1)

1

Secondary 1 Resource 4:

Media and Information Literacy

(Self-learning materials included)

Personal, Social and Humanities Education Section Curriculum Development Institute

Education Bureau

Life and Society (Secondary 1-3) Curriculum Support

Materials

(2)

2

Introduction

• The design of “Life and Society (Secondary1-3) Curriculum Support Materials Series” is based on the current Life and Society curriculum and aligned with the ongoing development of the curriculum. The

“Resources” will further support the implementation of the curriculum.

• This resource restructures and updates the highly connected contents of the current Life and Society curriculum to enhance learning and teaching effectiveness of the subject. It provides diversified learning activities to help students acquire knowledge and understand important concepts, develop skills and nurture positive values and attitudes. In addition, it offers teaching guidelines and suggestions on learning and teaching activities for teachers’ reference. Further, the

“Resources” provides “Joyful reading” and self-learning materials to enhance students’ interest in reading and cultivate students’ self- learning capacity.

• “Resource 4: Media and Information Literacy” for Secondary 1 is developed by the School of Education and Languages of the Open University of Hong Kong, commissioned by the Personal, Social and Humanities Education Section, Curriculum Development Institute of the Education Bureau.

• The School of Education and Languages of The Open University of Hong Kong has tried its best to locate the sources of the photos/figures.

However, the sources of some photos/figures cannot be identified and the clearance of the copyrights of these photos/figures is pending.

Please contact us should you have information on the sources of these

photos/figures.

(3)

3

Resource 4: Media and Information Literacy Contents

Teaching Design

^Pages

Lesson 1 and Lesson 2: The role of the media in our lives and the potential risks of media information

4

Lesson 3 and Lesson 4: Media and information literacy 8

Learning and Teaching Activities

Worksheet 1: The “media” is everywhere 11

Worksheet 2: Are the potential risks of media information everywhere?

17

Worksheet 3: Media and information literacy 31

Joyful Reading

What is the Internet? 52

Self-learning Materials

Self-learning material 1: The media are closely related to us 56 Self-learning material 2: Strategy to deal with media information:

The four steps of USER

60

References

⁶³

(4)

4

Teaching Design:

Topic: Media and Information Literacy Duration: 4 lessons

Learning Objectives:

⚫ The role of the media in our lives

⚫ The benefits and risks brought by the media

⚫ The importance of nurturing media and information literacy Knowledge/Concepts: Skills: Values and Attitudes:

◼ The media

◼ Media information - Receiver and

creator

◼ Fake information

◼ Echo chamber effect

◼ Herding behaviour

◼ Dunning- Kruger effect

◼ Network

deregulation effect

◼ Media and

information literacy

◼ Classification

◼ Critical thinking

◼ Analysis

◼ Discussion

◼ Problem solving

◼ Assessment

◼ Decision making

◼ Reflection

◼ Empathy

◼ Integrity

◼ Honesty

◼ Self-discipline

◼ Obeying the law

◼ Rationality

◼ Responsibility

◼ Protecting oneself

◼ Respecting others

◼ Equality

◼ Common good

Lesson 1 and Lesson 2 (The role of the media in our lives and the potential risks of media information)

Pre-lesson Preparation:

Students shall finish the following activities before the class:

- “The ‘media’ is everywhere” in Worksheet 1;

- “Activity 1: I ‘see’ media information” in Worksheet 2.

Suggested lesson time Enquiry

Process:

1. Set: The teacher invites students to share their opinions and check their answers for “Activity 1:

What is the media” in Worksheet 1 and then summarises what the media are and brings out the rise of new media*.

*The teacher can use Appendix 1 “Know more:

“New, new, new” new media” to help students understand the development and evolution of new media.

*Notes for teachers on catering for learner diversity: The teacher can ask students with higher ability levels to finish “Activity 2: The media are always around me” in Worksheet 1, while less able students can answer the second part of this activity directly.

5 minutes

2. Interactive teaching: 20 minutes

(5)

5

• Class discussion: The teacher invites students to share their answers for “Activity 2: The media are always around me” in Worksheet 1.

• Summary: The teacher summarises the class discussion and asks students the following question:

- Can we live without the media? Why?

3. Interactive teaching:

• Direct instruction: The teacher briefly introduces Worksheet 2 “Are the potential risks of media information everywhere?” and guides students to understand that the media are closely related to our lives and we need to receive information with a proper attitude so that we can avoid falling prey to false information.

• Class discussion: The teacher invites students to share their answers for “Activity 1: I ‘see’ media information” in Worksheet 2.

The teacher can ask students to show their answers by using the application “Socrative or by asking students to vote by a show of hands.

• Summary: The teacher summarises the class discussion and asks students the following question:

- Have you ever believed in false information?

*Notes for teachers on catering for learner diversity: Students with higher ability can further understand the concepts of “fake news” and

“content farm”.

• Extended learning: The teacher encourages students to study Self-learning material 1

“The media are closely related to us”.

15 minutes

(6)

6

• Direct instruction: The teacher briefly introduces “Activity 2: Do you believe?” in Worksheet 2.

• Group discussion: Students work in groups of 4 to discuss the cases in “Activity 2: Do you believe”. The teacher invites several groups to share their answers.

• Student reflection: The teacher guides students to reflect on methods to confirm the authenticity of news and remind students to think carefully the contents of news and their impacts before they “like” or “share” them.

*The teacher can ask students to find out the truth behind fake news after the class and how people concerned should cope with it, with a view to deepening students’ understanding of this part of the lesson.

10 minutes

• Direct instruction: The teacher briefly introduces “Activity 3: Who are the victims?

Who are the ‘assailants’?” in Worksheet 2 and guides students to understand the impacts brought by fake news.

• Group discussion: Students work in groups of 4 and discuss the cases in “Activity 3:

Who are the victims? Who are the

‘assailants’?” in Worksheet 2.

• Group presentation and class discussion:

The teacher invites each group to present their discussion results. Students listen to the discussion results of different groups and reflect on the questions raised by the teacher and peers, which will help deepen students’

understanding of the impacts of fake news on the public and nurture students’ rational thinking and analysis skills.

• Summary: The teacher guides students to understand that there are many traps in media information, and we need to be careful all the time and use media with a proper attitude so as to avoid causing problems for ourselves and others.

15 minutes

(7)

7

6. Student reflection: Students work in pairs to discuss and complete the reflective questions of

“Activity 3: Who are the victims? Who are the

‘assailants’?” in Worksheet 2 according to what they have learned in the class and their personal experience.

5 minutes

7. Teacher debriefing:

• The teacher summarises the discussion results and make a conclusion by using Appendix 3 “Know more: Cracking down fake news” and Appendix 4 “Know more:

Laws of Hong Kong related to media use” so as to help students to integrate the influence of the media on our lives and the risks brought by it.

• The teacher encourages students to be more aware of their daily habits and reflect on the following questions:

- What role do the media play in our lives?

- What impacts do the media have on individuals?

• The teacher reminds students to enhance awareness and vigilance, nurture media literacy, learn to think critically and identify the authenticity and integrity of the sources of information.

10 minutes

Extended Learning Activity:

Students read Appendix 1: “Know more: “New, new, new” new media”; Appendix 2: “Know more:

Careless media and careless information receivers!”;

Appendix 3: “Know more: Cracking down fake news”; and Appendix 4: “Know more: Laws of Hong Kong related to media use” after class and reflect on their contents.

Learning and Teaching Resources:

Worksheets 1-2; Appendixes 1-4; Self-learning material 1

(8)

8

Lesson 3 and Lesson 4 (Media and information literacy) Pre-lesson

Preparation: Students complete the activities in Worksheet 3 “Media and information literacy” before the class.

Suggested lesson time Enquiry

Process:

1. Revision: The teacher reviews the key learning points of Lesson 2 with students.

5 minutes

2. Set:

• Direct instruction: The teacher briefly introduces “Activity 1: What is media and information literacy” in Worksheet 3.

• Video watching and class discussion: The teacher plays the “‘3-minute Concept’

Animated Video Clip Series: Media and information literacy” and guides students to carry out class discussion so that they can understand and review the importance of media information literacy and learn about how to improve personal and social media literacy.

• Student reflection: The teacher guides students to analyse the impacts of receiving and sharing false information on individuals and the public, based on the definition of media and information literacy and the coping strategies mentioned in the previous lessons, as well as students’ personal sharing, so as to bring out the consequences of lacking media and information literacy.

10 minutes

• Direct instruction: The teacher briefly introduces “Activity 2: Nurturing media and information literacy” in Worksheet 3; and then explains the points-to-note while analysing media information and the common network effects.

• Group discussion: Students shall work in groups of 4 and analyse and discuss the case study in “Activity 3: Nurturing media and information literacy: Case study” in Worksheet 3.

• Presentation and class discussion: The

30 minutes

(9)

9

teacher invites each group to present their discussion results.

• Teacher debriefing: The teacher summarises the class discussion to help students understand the importance of nurturing media and information literacy and the negative effects brought by “false information”.

• Direct instruction: The teacher briefly introduces “Activity 4: Strategy to deal with media information: Stop, Read, Listen and Care” in Worksheet 3.

• Pair work: Students work in pairs to analyse the materials in “Activity 2: Nurturing media and information literacy” using the Stop, Read, Listen and Care strategies. The teacher then invites groups to share their discussion results.

• Extended learning: The teacher encourages students to study Self-learning material 2

“Strategy to deal with media information:

The four steps of USER”.

25 minutes

5. Conclusion:

• The teacher concludes the importance of nurturing media and information literacy.

• The teacher encourages students to be the masters of the media and remind them to deal with information carefully so as to avoid falling into the traps of fake information and causing great loss or bearing civil/criminal liability.

10 minutes

Extended Learning Activity:

Students read Appendix 5: “Know more: Identifying false reports”

and “Joyful reading: What is the Internet?” and then reflect on relevant questions.

Learning and Teaching Resources:

Worksheet 3; Appendix 5; Self-learning material 2

(10)

10

Resource 4: Media and Information Literacy (Lessons 1&2)

Learning and Teaching Materials

Preface

With the development of information technology, Internet media are booming. Modern media have been shifting to two-way communication. That is to say, the two parties, disseminators (information disseminators) and receivers (information receivers), communicate with each other and share information. Meanwhile, people receive and share information without being limited by time and space, which greatly increases the amount and flow of information. As a result, the media have become an indispensable part in our lives. However, do you know what the media is? In this resource, we will learn about how the media are closely related to our lives, discuss the functions of the media and the benefits and risks brought by it, with a view to bringing out the importance of nurturing media and information literacy.

(11)

11

Worksheet 1: The “media” is everywhere

The media refer to dissemination tools, which is also known as mass media. How much do you know about the media?

Activity 1: What is the media?

Quiz

Try to give at least two examples for each of the following media.

Traditional media

Example: Newspapers

Suggested answer: magazines, journals, books and comics.

Electronic media

Example: Televisions

Suggested answer: Movies and radio stations

Digital media

Example: Digital Televisions

Suggested answer: E-books, digital broadcasts and MP3

Social media

Example: Mobile communication apps

Suggested answer: Short messages, instant messaging tools, Instagram, Facebook, blog and online forums

Outdoor media

Example: Advertising space on guide boards and light boxes Suggested answer: Neon signs and car wrap advertisements

The teacher asks students to finish Worksheets 1-2 before the class and then carries out a discussion and sharing activity during the class.

Magazines, Radio stations, Digital broadcasts, Journals, Comics, Mobile communication apps, Blogs, Movies, Car wrap advertisements, E-books , MP3, Short messages, Instant messaging tools, Instagram, Books, Facebook, Online forums, Neon signs

Know more

The term 媒介(Medium) was first published in the Cheung Hang-sing Biography The Old Book of Tang History:

“Throughout ancient and modern times, every employment occurred because of media”. Media refer to the people or things that work as intermediaries in forming relationships between two or among more parties. The character

“ 媒 ” referred to matchmakers in the Pre-Qin Period and gained its extended meaning of the causes of things later.

Excerpted and adapted from: 郝雨 (2015).

The teacher provides words in the dotted box to help less able students to complete this activity.

(12)

12

Know more: “New, new, new” new media

The development of the media

Old media The media before the appearance of the Internet, such as books, newspapers, magazines, journals, televisions, radio broadcasts, etc.

New media The media which emerged in the Internet age in the mid- 1990s, such as online forums, online newspapers, e-mail, etc.

New, new media Social media, such as mobile phones, blogs, Facebook, Instagram, YouTube, etc.

In 2009, someone proposed to explain the existing new media with the concept of “New, new media”. It turns out that some scholars have put forward the term “new media” as early as 1953 to describe the new communication platform of that time. However, the mode of media communication has been changing rapidly. New media of today will become old media tomorrow.

Excerpted and adapted from: Levenson (2009).

Appendix 1

New?

NEWS NEWS

(13)

13

Activity 2: The media are always around me

1. Answer the following questions according to Activity 1.

Think about the media you had come into contact with yesterday and the activities you had conducted using these media, and fill in the table below.

My day with the media

What are these media?

(WHAT)

What are the types of these media?

(WHAT)

When did I come into contact with these media?

(WHEN)

Where did I come into contact with these media?

(WHERE)

Which activities I had conducted using these

media*?

(WHICH)

Example 1

Television Traditional media

During breakfast

Home Receiving news and weather information Example

2

Facebook Social media On my way home from

school

MTR Interacting with net friends

1.

2.

3.

4.

5.

6.

7.

8.

(*For example: social interaction; entertainment; receiving daily life information, interesting news, current events, government news; online learning; online shopping; etc.)

The teacher asks students with higher ability to finish this part, while less able students can answer the second part of this activity directly.

The teacher encourages students to study Self-learning material 1 “The media are closely related to us”.

(14)

14

2. Fill in the blanks below with appropriate answers to see if the media are always around you!

According to the above form:

⚫ I came into contact with (number) media yesterday!

⚫ I received (number) messages from the media yesterday.

⚫ The type of media that I come into contact with most frequently is .

⚫ The media that I mainly use are*:

(You can write down one or more media). (*For example: WhatsApp, Facebook, Instagram, etc.)

⚫ My most frequently used media functions ** are (You can write down one or more functions).

(**For example: social interaction; entertainment; receiving daily life information, interesting news, current events, government news; online learning; online shopping etc.)

(Your name)

When you use the media for activities such as receiving information or socializing, do these activities involve countries or regions outside Hong Kong?

If so, try to give two examples of activities that involve countries or regions outside Hong Kong.

________________________

(15)

15

Reflective questions:

1. Can we live in a world without the media? Why?

Suggested answer:

- No, we can’t. Because the media has become an indispensable part of our lives. Using the media to receive all kinds of important information, especially news or government information, has brought a lot of convenience to our lives. Without the media, we would feel out of touch with society.

2. What benefits do the media bring to our lives? Try to give one example. On the other hand, what harm do the media bring to us? Try to give one example.

Suggested answer:

- The media have brought many benefits to our lives. For example, TV programs can make me feel relaxed; newspapers provide diversified information; the Internet provides quick access to information, making it more convenient to collect information. Besides, with the media, we can get weather information as early as possible and make appropriate preparation and responses; we can know about the big events of our society, the government, the country and the world; we can contact our family and friends regardless of time and place; the media provide different learning opportunities and contents.

- The media may also bring negative impacts to our lives. In particular, the media may influence our thoughts and behaviours. For example, it might advocate consumption, which may cause us to make unnecessary purchases.

People who are addicted to the Internet will ignore real interpersonal relationships

3. Based on your experience of using the media, have you ever faced a crisis or unpleasant experience? If so, please share it with the classmate sitting next to you. If not, please find a classmate with relevant experience and listen to his/her sharing.

Suggested answer:

- Unpleasant experience: I often feel troubled because of receiving some junk and advertising messages.

- Crisis: Once I found myself addicted to the media. I neglected my family and friends and did not get enough sleep at night. As a result, I was unable to concentrate during classes. I had tried to get rid of this bad habit, but when I couldn’t use the media, I felt lost.

(16)

16

Conclusion

In the information age, the Internet has been widely used and gained popularity, followed by constant changes in the forms of the media. Media are closely related to our lives. The Internet based media have gone beyond the limitations of time and distance, changed our ways of living and brought conveniences to our daily lives. For example, we

can have our daily needs met without the need to leave home, such as shopping, paying bills, receiving information on current affairs and daily life information, education, entertainment, social interaction, etc.

However, due to the diversified functions of the media, we come into contact with plenty of information of all kinds every day. If we don’t enhance our awareness, we will be easily affected by information in many ways, such as judgments of things, values, emotions and behaviours, etc. Therefore, although different forms of media provide people with a range of benefits, there are potential risks. Hence, we should not take the impact of media lightly, otherwise the consequences will be incalculable.

(17)

17

1. What is your main attitude towards receiving media information?

A. Accept all the information [Totally believe the information]

B. Verify [Check the information to see if it is true]

C. Watch it and do nothing about it afterwards [Do not treat it seriously or do not believe it]

D. Forward it after watching [Share with friends]

2.

Why do you take such an attitude?

(Students shall answer freely)

Worksheet 2: Are the potential risks of media information everywhere?

In the age of information explosion, the media have brought various benefits to our lives and played diversified functions and an indispensable role. At the same time, we should be more alert to the potential risks of media information so as to avoid falling into traps of false information which may cause economic loss, endanger personal safety or get ourselves involved in illegal acts.

Activity 1: I “see” media information

In Worksheet 1, we have discussed that we receive a lot of information from different media every day, but the quality of the information varies. If we do not carefully read and analyse the information we receive, there will be risks.

What is your main attitude towards receiving media information? Complete the following questions to find out the risks which will arise from different attitudes towards receiving media information.

Risk ana lys

is

A. Fail to d ist ingu ish t he authentic

ity of info rmat

ion

B. Have the

chance to dis

ting uish tru e and

fal se info rmati

on

C. D on’t kn ow t he authen tic ity of info rmat

ion

D. H ave the chance to b

elieve fal se i nfor mat ion an d eve n becom e

an accom plic e of rum or m akers

(18)

18

Know more: Careless media and careless information receivers!

In this era when people are pursuing “fast”, “interesting” and “new” in everything, some media and netizens will forward media information without first verifying its authenticity, or even create fake news or emotional and negative remarks in order to attract others’ attention.

Excerpted and adapted from: Lazer, et al. (2018); Merskin (2019).

Fake News

Fake news refers to the purposeful dissemination of unfounded information, including wrong and misleading information, biased remarks, pranks and even malicious attacks, through mimic traditional news media or social media, in order to obtain benefits or express their emotions.

More importantly, fake news will use exaggerated news headlines to ensure high click rates, which are also known as Clickbaits (釣魚式標題).

Content Farm (內容農場)

Content farm refers to the phenomenon that some websites or enterprises create a large number of low-quality online articles for obtaining high click rates and profits from online advertising.

Most of these articles are copied and pasted from other websites, which lack information sources and even spread misleading information.

Appendix 2

(19)

19

Activity 2: Do you believe?

Please put a tick “✓” to show whether you believe it or not and indicate your reasons.

People took pictures of a typhoon eye from a plane

Believe  Don’t believe  Reason:

This is a real picture and the Observatory has confirmed its authenticity.

The monthly income of a CSSA household is HK$22,000

Hanging a sheep’s head and selling dog meat? Dogs are barking in the restaurant

Believe  Don’t believe  Reason:

The Social Welfare Department

has clarified that it is only HK$14,000.

Believe  Don’t believe  Reason:

I will decide whether to believe it or not after the relevant evidence is verified.

Source: Hong Kong Observatory (24 September 2019); Ming Pao (27 October 2017); Sing Tao Daily (7 October 2016).

(20)

20

1. Based on the answers to the above activities, what attitudes or actions do you think we should adopt before deciding whether or not to believe some media information?

For example:

- We should not accept media information without studying it more closely.

Instead, we should check relevant information on credible websites or check with relevant professionals first.

2. Did you ever believe false media information? What did you do afterwards? Why did you do it? Try to give one example.

For example:

- I received messages from different friends that a free social media would start charging on the following day and those who forwarded the messages could be exempted. Therefore, I forwarded a lot of messages. The social media clarify that the news about fee charging is fake news.

- Reason: I believed the rumor without verification.

3. Did you ever fail to believe real media information? Why didn’t you believe it?

Try to give one example.

For example:

- I saw a man throwing cash from a rooftop on social media. I think it was just a scene in a movie. Later, I read the news and knew that it was a real event.

- Reason: I judged the authenticity of events with my gut feeling and have not tried to verify the information.

(21)

21

Activity 3: Who are the victims? Who are the “assailants”?

It is difficult to distinguish between fake and real media information. Many people disseminate unverified information without considering the consequences of doing so.

Some people take such information as true and make negative remarks on others without verification, with the result that innocent people are hurt. Besides, in the world of the Internet, all people can participate in open discussion forum, where there will be a rich interflow of information. However, people will easily loosen up their self- restraint in expression, which will easily lead to cyber-bullying. Besides, as it is difficult to distinguish between what is true and what is false about people and events, many criminals take advantage of it to gain profits or commit illegal acts. Here are some cases.

Students shall work in groups of 4, with each group reading one of the cases and complete the discussion questions.

Case 1: The owner of a restaurant felt deeply disturbed by a wrong accusation that his restaurant was selling dog meat.

Someone uploaded a post to a social media group concerned with protecting animal rights that a mutton stew restaurant was suspected of “hanging a sheep’s head and selling dog meat”. The person uploaded two photos and accused the restaurant of killing dogs and selling dog meat. One picture showed a cooked animal body with limbs and head removed. The post and the photos attracted lots of

attention and were forwarded many times. Some netizens thought that “it is truth as it is clearly shown in pictures”. Besides, some netizens claimed that some residents living close to the restaurant heard dogs’ crying sounds every day. Even though the restaurant owner had made clarifications many times, he was still being bullied on the Internet by netizens. He was even harassed and scolded by them in real life. This false accusation led to a sharp decline in his business and he also suffered from emotional distress. Later, the Food and Environmental Hygiene Department issued a laboratory report verifying that the samples of this restaurant were mutton and the bullying and attacks finally stopped. When the restaurant owner was interviewed by the media, he burst into tears and said justice was finally served!

Source: Oriental Daily (28 October 2017); Ming Pao (27 October 2017).

(22)

22

Case 1 Questions for discussion:

1. What were the impacts of false information and untrue reports on the innocent restaurant owner?

Suggested answer:

The restaurant owner was bullied by netizens ganged up against him. Besides, they also harassed and scolded him in real life. His business suffered a sharp decline, and the reputation of his restaurant and his emotion were badly affected.

2. To some netizens, this event reflected that people’s lack of rational thinking and analysis of media information would lead to irrational behaviours and a lack of proper values/attitudes. Try to complete the following table regarding this case.

Give two examples which show a lack of rational thinking and

analysis

Give two examples which show irrational

behaviours

Put a tick “✓” in the box to indicate the

proper values/attitudes 1. Suggested answer:

（Netizens who uploaded or disseminated the post）

- They uploaded unverified and untrue information.

- They shared and forwarded the post without thinking about the consequences.

- They uploaded and shared the

information of the restaurant ignoring the consequences.

Suggested answer:

- They bullied the restaurant owner online.

- They harassed and scolded the owner in real life.

- They forwarded media information online without verification.

 Responsibility

 Empathy

 Rationality

 Discernment

 Carefulness in words and deeds

 Others, please specify:

________________

2. （Information receivers）

- They believed unverified or untrue information easily.

- They blindly believed that

“photos” were evidence.

 Responsibility

 Empathy

 Rationality

 Discernment

(23)

23

________________

3. Based on what you have learned from this event, what do you think we should pay attention to while dealing with media information?

Suggested answer:

- We should spend some time to think about the authenticity of information, the motives behind it and the impact of forwarding it on others.

- We should look at some more other information for reference to see if there are misleading and biased elements in it.

- Before deciding how we should deal with media information, we should consider others’ feelings.

Case 2: An unemployed post-80s man used dating apps to trick others for money and sex.

A 32-year-old unemployed man used dating apps to get to know the victims and cheated 12 victims, including 11 women and 1 man, out of HK$ 1,500,000 in total.

The suspect lied to the victims that he was a businessman who came from a reputable family, had a high paying job and was rich. He would claim that he had lost his wallet, ID card and other important documents and ask the victims to lend him money. And then, he would further deceive them, including borrowing and extorting money repeatedly. The most serious case was that a victim was forced to take intimate photos during their meeting, extorted and even taken to a hotel and raped.

Source: LEI Pui-man (2018).

(24)

24

1. What were the impacts of this Internet fraud on the victims?

Suggested answer:

- The victims were cheated out of money and sex. As a result, they got hurt physically and mentally.

analysis

behaviours

Put a tick “✓”in the box to indicate the

- They easily believed the information provided by the stranger online without analysing the authenticity of the information in detail.

Suggested answer:

- They easily lent money to the stranger.

- They accepted the dating requests of the stranger easily.

 Self-protection

 Discernment

 Prudence

________________

2. - They blindly accepted the excuses and inappropriate requests of the fraudster for many times, failed to raise awareness of possible scams, and failed to analyse the motives of the fraudster.

- They easily accepted the invitation to go to somewhere private and take intimate photos.

 Self-protection

 Discernment

 Prudence

________________

(25)

25

Suggested answer:

- We must be careful when making friends with strangers on the Internet, and we should not go out with them alone; we should not easily accept the requests of strangers, such as borrowing money, dating and taking intimate photos; we should discuss with our family, teachers and friends.

Case 3: The personal data of a victim of a rape and robbery case was disclosed.

Some netizens commented on the event of a girl being raped and robbed on her way home.

Some unscrupulous netizens conducted a

“human flesh search” on the victim. The identity of the girl was made public and widely forwarded and discussed, and some even made jokes about her experience. Some netizens thought that we should treat the victim with empathy and the disclosure of her identity would cause harm to the victim and

her family for a second time. There were also netizens who accused those who disclosed her personal data of breaking the law. Regardless of the authenticity of the data, they had bad motives and what they had done against the victim was like rubbing salt on the victim’s wound. And there was a big chance that they had committed criminal offences under Section 64 of the Privacy Ordinance and other criminal offences. For example, in response to the loss of the victim, the police could prosecute netizens concerned for the offence of “accessing to computer with criminal or dishonest intent”. Besides, the affected person could also claim civil compensation from the person concerned for the injury caused by the “disclosure of her personal data”.

Source: Oriental Daily (11 May 2017).

(26)

26

1. What were the impacts of “personal data disclosure” on the victim?

Suggested answer:

The privacy of the victim was infringed by the behaviour of “disclosing her personal data”; the victim and her family got hurt for a second time; the victim felt deeply distressed which would seriously affect her daily life; the victim had difficulties stopping the continuation of the disclosure of her personal data.

analysis

behaviours

Put a tick “✓”in the box to indicate the

- They failed to think about the

consequences of their responses and sharing of the information, which would be causing trouble and harm to the victim.

- They didn’t think about that they might be liable for

disclosing the information of the victim.

Suggested answer:

- They publicised and disseminated the personal data and information of the victim.

- They talked about the event on the Internet, causing endless topics about it.

- They joked about the suffering of the victim.

 Respect for others

 Ethics

 Kindness

 Empathy

 Observance of the law

 Self-discipline

________________

2.  Respect for others

 Ethics

 Kindness

 Empathy

 Observance of the law

 Self-discipline

(27)

27

________________

Suggested answer:

- We should not bully others on the Internet, such as cursing, abusing and spreading personal information of others, out of curiosity or vanity without considering the feelings of victims. Meanwhile, we should notice that some behaviours may infringe others’ privacy, advocate the culture of

“disclosing others’ personal data” and break the law. Therefore, while dealing with information, we should think twice and consider whether we are incited, used or misled.

1. Sum up the above cases and try to list three media information behaviours that have led to the occurrence of the cases.

Suggested answer:

- The victims easily believed the lies of the stranger and fell into the trap of the fraudster, causing physical and psychological harm to themselves and loss of money.

- The netizens didn’t doubt about the authenticity of the information contents and didn’t verify. They easily became accomplices in spreading Internet rumours and bullying.

- The netizens didn’t consider that they would cause unnecessary distress and harm to others while publishing or forwarding related contents, and they even committed extreme and illegal acts, such as “disclosing the personal data of the victim” and bullying.

2. The media is closely related to us, but the potential risks of it are all around. What values and attitudes do you think we should have in order to safely and fully enjoy the benefits of the media?

Suggested answer:

- Empathy, respect for others, responsibility, law-abidingness, carefulness in words and deeds, self-protection, critical thinking, kindness, prudence, ethics and self-discipline.

(28)

28

Conclusion

We must be cautious in receiving and disseminating media information. With the development of science and technology, the use of the media is simpler and more convenient. The creators and disseminators of information

are no longer limited to traditional media or official institutions. Instead, everyone can be the creator, disseminator and commentator of information. We receive a large amount of media information. If we post or share information immediately without verification, we will not only speed up the spread of fake news, but also become accomplices in spreading false information and cyberbullying.

Moreover, if the contents of information are provocative and people felt agitated and inadvertently take part in illegal activities, the consequences can be very serious.

Therefore, we should refuse to receive, forward and post unscrupulous media information, including false and unhealthy information, such as information related to violence, pornography and gambling. At the same time, we should be alert to possible traps of the Internet which would cause serious loss.

Most importantly, no matter we are in real life or in the Internet world, we should be responsible citizens. We should be cautious in everything and have empathy. We should not make use of anonymous nature of interaction on the Internet to harm others. Please remember that a simple act of forwarding or commenting can cause great impacts on others’ lives. We should learn to protect ourselves

and others and don’t harm others and society.

(29)

29

Know more: Cracking down the fake news

Source: 舊時香港 (2018); Hong Kong Police Force [Twitter Official account] (2020).

Appendix 3

A boy stormed the whole city by making use of a news medium to post false news

In 2003, a 14-year-old boy changed the format of an online news medium and spread rumours on the Internet, falsely claiming that the Chief Executive announced that

“Hong Kong has become an epidemic port”. He uploaded the false news to his website, causing public panic. In the end, the boy was prosecuted by the police for committing offences under the Quarantine and Prevention of Disease Ordinance.

A rumour maker arrested! He disseminated false information about many employees of a shopping mall having fever

In 2020, a man who worked as a part-time security guard in a shopping mall was suspected of disseminating false information on a social media platform. He claimed that many employees of the shopping mall had fever and asked for sick leave, trying to exaggerate the Covid-19 pandemic and cause panic among the public. After investigation, the man was arrested for using a wireless phone to transmit fake information.

Online News Disseminated fake news

Arrested!

Someone disseminated fake news about Covid-19

(30)

30

Know more: Laws of Hong Kong related to media use

1. Summary Offences Ordinance

Section 20 Offences in connection with telephone calls or messages or telegrams

Any person who

a. sends any message by telegraph, telephone, wireless telegraphy or wireless telephony which is grossly offensive or of an indecent, obscene or menacing character; or

b. sends by any such means any message, which he knows to be false, for the purpose of causing annoyance, inconvenience or needless anxiety to any other person; or

c. persistently makes telephone calls without reasonable cause and for any such purpose as aforesaid,

shall be liable to a fine of $1,000 and to imprisonment for 2 months.

2. Section 27a Cap. 106 Unauthorized access to computer by telecommunications

Any person who, by telecommunications, knowingly causes a computer to perform any function to obtain unauthorized access to any program or data held in a computer commits an offence and is liable on conviction to a fine at level 4*.

3. Section 161 Cap. 200 Access to computer with criminal or dishonest intent Any person who obtains access to a computer

a. with intent to commit an offence;

b. with a dishonest intent to deceive;

c. with a view to dishonest gain for himself or another; or d. with a dishonest intent to cause loss to another,

commits an offence and shall be liable to imprisonment for 5 years.

4. Section 64 Privacy Ordinance

This section specifies that a person commits an offence if the person discloses any personal data of a data subject which was obtained from a data user without the data user’s consent, with an intent

a. to obtain gain in money or other property, whether for the benefit of the person or another person; or

b. to cause loss in money or other property to the data subject; or c. the disclosure causes psychological harm to the data subject.

5. Section 5 Cap. 21 Defamation Ordinance

Any person who maliciously publishes any defamatory libel, knowing the same to be false, shall be liable to imprisonment for 2 years, and, in addition, to pay such fine as the court may award.

* Fine at Level 4 is $25,000

Source: Hong Kong e-Legislation (2019).

Appendix 4

(31)

31

Resource 4: Media and Information Literacy (Lesson 3 and Lesson 4)

Learning and Teaching Materials:

Worksheet 3: Media and information literacy

I was selected as the world’s most influential person of the year by TIME?

Every year, TIME selects the world’s most influential person, event or thing of the year. In 2006, you defeated a number of strong competitors and became the world’s most influential person of the year. Because you controlled the information age, brought hundreds of billions of pieces of rich information to netizens, including pictures, words, videos and audios, and pushed the world towards the Internet age.

Source of the picture: Time (2006, December 25).

The teacher shall ask students to finish Worksheet 3 before the class first and then carry out a discussion activity and conclude the key points during the class.

(32)

32

Activity 1: What is media and information literacy?

Internet media has developed rapidly. We have been changed from passive media information receivers to creators gradually.

We begin to write media content creatively, share what we have seen, heard and thought, gradually promoting the era of “everyone is the media”. Due to the flooding of media

information, media supervision is more difficult than before, which leads to a mix of good and bad contents of the media. As a result, negative impacts will be brought to us and society at any time. Therefore, it is very important to nurture media and information literacy.

Do you know what is media and information literacy? Watch the “‘3-minute Concept’ animated video clip: Media and information literacy”

carefully and then answer the following questions.

Students watch the “‘3-minute Concept’

animated video clip series: Media and information literacy” and complete the questions before the class.

The teacher can watch this video clip with students again during the class and discuss this worksheet.

“3-minute Concept” animated video clip series: Media literacy

https://www.edb.gov.hk/tc/curriculum-development/kla/pshe/references- and-resources/life-and-society/3-min-concept.html

(33)

33

A. Fill in the blanks

Fill in the blanks with correct answers.

Media literacy includes:

B. True or False

Determine which of the following statements are true and which are false and put a “T” if a statement if true and a “F” if a statement is false.

1. The media brings us convenience and fun, but it also influences our values

and views on things.

T

2. In this era which is pursuing “fast”, “interesting” and “new” in

everything, all information is released after rigorous verification.

F

3. We should “Stop”, “Read”, “Listen” and “Care” whenever we receive

and use media information or create media contents.

T

C. Short answers

If we want our media contents to be more valuable and appreciated by more people, what should we consider while creating media contents?

While creating media contents, we should think more about others’ feelings from their perspectives.

Creating ___________

媒體資訊

___________

媒體內容 Media and

Information Literacy

Analysing

Media contents Media information

Creating

(34)

34

Activity 2: Nurturing media and information literacy

Media and information literacy includes the ability to analyse, use and create media information.

Analyse media information

While receiving media information, we should

1. Examine, analyse and rationally evaluate information contents

⚫ We should examine, analyse and rationally evaluate the authenticity, credibility and appropriateness of information contents; for example, whether the sources of the comments, data and photos are indicated;

and whether the sources are credible; and whether there is any supporting evidence provided

by reputable organisations.

⚫ We should examine, analyse and rationally evaluate whether the contents of information are biased, misleading or fraudulent; and the values, orientation and position of the contents of information.

⚫ We should examine, analyse and rationally evaluate the motives of people who post the information.

• Are the contents of information/photos true?

• Are the sources of information/photos credible? Do they come from reputable sources?

• If the person who posted the information claims that the information/photos have been fact checked, will they be definitely true?

• What are the motives of authors for posting articles?

FC: FC stands for Fact Check. It refers to facts that can be checked. The sources of information and is contents (such as dates, places, persons, description of the events, etc.) need to be confirmed, for example, whether it comes from reputable organisations such as government departments, credible media, first-hand accounts of events, etc.

Shocking inside story:

Some netizens took pictures of a shop selling counterfeit backpacks! The photo is the truth!

(Already FC)

Fake

(35)

35

2. Notice that the contents of media information or our attitudes of receiving information will affect or even mislead us

The contents of media information or our attitudes of receiving information will generate some effects that will affect our judgement or even mislead us. Here are the effects proposed by some scholars. Please fill in a proper effect selected from the dotted box below in each space.

Herding behaviour Dunning-Kruger effect

Network deregulation effect Echo chamber effect

Psychologist John Suler has found that more and more netizens begin to attack, provoke and curse merely based on the titles of articles without reading their contents.

They lack empathy and respect, which makes the Internet as a whole full of hostility and recklessness.

Scholars have pointed out that the immediacy and anonymity of the Internet encourage netizens to behave differently from what they will behave in real life and ignore social norms and responsibilities.

This refers to the situation that Internet users tend to communicate about media information received in circles or platforms close to their own opinions and refuse to accept the stands of other opinions, with a view to finding “echo” for their own opinions.

This effect makes Internet users indulge in the circles of similar positions, refuse the exchange of rational and different views and receive single and

one-sided information flow, which will hinder their understanding of things and formation of fair and objective views.

Echo chamber effect Herding behaviour

Dunning-Kruger effect Network deregulation effect

This refers to the situation that people will often choose the decisions or opinions of the majority as their own choices because they are unable to think independently under the circumstances that there is no sufficient information and the situations are unclear. Individuals are easily influenced by peers and social media. For example, many participants of cyberbullying actually do not understand the cause of the events that they have participated in, or even think that they have not been part of the events. They just follow the public’s opinions and practices.

Social psychologists Dunning and Kruger have found that people with poor abilities will indulge in self- constructed superiority, overestimate their ability and pretend to be experts to gain superiority that they can’t achieve in real life. There are also many “pseudo experts” of this type on the Internet. In fact, people with a higher level of knowledge will think that they are not good enough and tend to learn and be careful in their words and deeds.

Expert

(36)

36

3. Stay rational and make judgement or take action without being affected by emotions

We should be careful about provocative information and don’t make any judgement or take any action when we are emotional. Generally, we make wise judgements or take wise actions only when we think rationally.

Activity 3: Nurturing media and information literacy: Case study

Read this social media post carefully and answer the following questions:

Case

1. Is this post true? How would you verify whether the contents are true?

Suggested answer:

- The post may not be true. It must be verified (Fact Check). I will identify the source of the information first. And then, I will check whether the contents of the post in the group is true or whether they are biased or misleading and the accuracy of the date or time. Finally, I will check whether there are relevant comments and information provided by reputable organisations. If there is no information from credible sources for verification, I will not believe that the contents of this post are true.

Social media post

Don’t oblige the devil and take part in boycott movement

It was said by all our group members that the owner of Restaurant A skimped on the employees’ wages and benefits and was an unscrupulous employer. If you don’t believe me, you can check the post of the group!

I can tell from his appearance that he is a not a good man!

For the sake of justice and the employees, many people have answered to the call and anonymously attacked Restaurant A’ s website on the Internet and boycotted it. If you don’t join us, you will be a vampire who supports labour exploitation!

Please spread it widely!

(37)

37

2. Are there biased contents in this post? If so, what are they?

Suggested answer:

- Yes, the author judged the restaurant owner is not a good man only by his appearance and then encouraged the public to boycott the restaurant, which was not objective and lacked scientific evidence. The motives behind of the author are suspicious.

3. The author pointed out that those who disagreed with him were supporters of labour exploitation. Do you agree? What do you think are the motives of the above statements?

Suggested answer

- I don’t agree. We can’t make any judgement based on one-sided statements.

If the employer is accused of conducting suspected illegal acts, such as labor exploitation, we should report it to and seek help from relevant government departments. The motives of the author disseminating the above statements might be that he/she wanted to target at the owner with the intention of revenge, harassment and attack. By doing so, he hoped that his purpose could be achieved with pressure from the public.

4. Refer to the Internet media information related effects that were put forward by scholars in Activity 2. How does this post display these effects? Try to provide relevant examples in the table below for illustration.

Effects Examples

1. Echo chamber effect

Suggested answer:

People posted messages to echo the author’s view that the public should boycott the restaurant as a way of upholding justice. Besides, they echoed the author’s view that those who would not join the boycott action as vampires who supported labour exploitation. In doing so, they tend to build up a critical mass of people with the similar views.

2. Herding behaviour

Suggested answer:

People who posted messages believed the statements of the group members, followed the position of the group, and even called on more people to “uphold justice” together.

(38)

38

3. Dunning-

Kruger effect Suggested answer:

The author took on the role of expert, claiming that he could tell whether a man was good or bad by his appearance and that the restaurant owner was exploiting labour and calling on people to boycott his restaurant.

4. Network deregulation effect

Suggested answer:

Taking advantage of the anonymity of the Internet, the author published and advocated behaviours that he wouldn’t dare to do in real life, such as slandering, calling for boycotting the restaurant owner in the name of justice, etc.

5. Do you think it was rational that the author of the post said that netizens should all boycott Restaurant A for the sake of justice and the employees? If the employees are exploited, is there any other better way to help them?

Suggested answer:

- It was irrational. Boycotting might not be a good way that could solve all the problems and it might even affect the livelihood of other employees.

Netizens should advise the exploited employees to seek assistance from the Labour Department and deal with this matter in a rational and legal way.

6. This post has conveyed some negative values/attitudes. Try to provide relevant examples in the table below. You can also provide your personal opinions together with examples in the column of “Others”.

Negative values/attitudes

Examples

1. Prejudice, discrimination and judging by appearance

Suggested answer:

The author judged whether the owner was good or bad only by his appearance; regarded those who would not join the action as vampires who supported labour exploitation.

Expert