Activity Overview

The purpose of this exercise is to help participants get familiar with information verification tools and encourage them to ask the right questions when faced with sensational information.

During this exercise, participants will identify, among several online articles or pieces of information, which ones involve manipulation and can be classified as “Fake News” and which ones are recognized and verified information. Finally, they will explain the nature of these false information pieces by answering a few questions, opening a broader discussion on information manipulation.

Possible variations:

  • The verification work can be done in groups or individually.
  • Articles can be provided directly to participants on computers (via USB or email) or displayed on a screen using a projector (participants will then have to locate the article before classifying it as “Fake News or Not Fake News”).

Activity Procedure

1. Article Preparation: For this exercise, the research and selection phase is important, as it will determine the success of the activity. Articles should encourage participants to analyze, reflect, and think critically. It is recommended to use “real” but surprising or sensational information to show participants that things are not always obvious and that critical thinking is necessary. It is also preferable to choose diverse fake news, such as one about science, one about politics, one about a celebrity, etc. Ideally, no more than 6 articles should be analyzed to avoid overloading the activity.

2. Room Preparation: Arrange participants in groups or individually at computers.

3. Article Distribution: Participants are assigned the articles they need to classify as either false information or verified and reliable information.

4. Verification Work: Participants will apply the information verification method and journalistic approach (see “FICHE 7 – Approach Information Critically”). You may present this method before the exercise or let participants verify the information freely. The method may naturally come to young participants’ minds. However, if it is not explained at the beginning of the exercise, it is important to review it at the end. Furthermore, since there are many fact-checking websites, some fake news may have already been verified. Participants can use these sources but should understand how the information was verified and, in the case of fake news, which procedure was used.

5. Presentation: Once the work is completed, everyone gives their “Fake News or Not Fake News” classification. Articles can be displayed on a screen while groups indicate “Fake News” for false information and “Not Fake News” for verified information. Discuss errors and provide corrections. Variations may include having participants move in the room according to their answers (those who think it’s Fake News go to the right, others to the left) or using colored cards (red for Fake News, green for verified information).

6. Conclusion: To encourage further reflection and discussion, it is advisable to ask participants a few questions, such as:

  • What was the intended purpose of these false information pieces (scam, incite hatred, promote a personality, electoral purpose, etc.)?
  • What method was used in these false information pieces (image manipulation, decontextualization, modification of real information, etc.)?
  • Was the work time-consuming, and could you reproduce it in daily life?

These questions can introduce other concepts from educational sheets, such as Fact-Checking.

Adapting the Activity Online

  1. The facilitator creates a link on the ZOOM video conferencing platform and shares it with participants (another platform may be used if familiar).
  2. Participants join a single “virtual room” and are assigned to groups by the facilitator.
  3. The facilitator assigns articles to the groups.
  4. Groups move to “breakout rooms” (supported by ZOOM) to research and classify articles as “false information” or “verified and reliable information.” Participants can work individually and communicate with other group members via chat or video call.
  5. Results are presented in the main “virtual room.” Group spokespersons share answers and explanations on behalf of their group.
  6. The facilitator leads the discussion, addressing errors, explaining the mechanisms, objectives, and impact of Fake News.