With media literacy, teachers give students tools to evaluate the news
npr.org
npr.org
> The formula works best in the treatment of monitored materials of which the source is known. First point to note is the character of the source. There are several choices on this: the true source (who really got it out?) and the ostensible source (whose name is signed to it?); also, the first-use source (who used it the first time?) and the second-use source (who claims merely to be using it as a quotation?). Take the statement: "Harry said to me, he said, 'I never told anybody that Al's wife was a retired strip-teaser.' Mind you, I don't pretend to believe Harry, but that's what he said, all right." What are the possible true sources for the statement of fact or libel concerning Al's unnamed wife? What are the alternatives on ostensible sources? First use? Second use? The common sense needed to analyze this statement is of the same order as the process involved in analyzing the statement: "Reliable sources in Paris state that the visit of the American labor delegation has produced sensational repercussions in Moscow, and that Moscow, upon the basis of the American attitude, is determined to press for unification of the entire German labor movement."
One of the things we learned from Snowden which has made nonsense of incident forensics and malware analysis ever since is the existence and application of "attribution engineering toolkits". Many modern attacks seek not to disrupt the ostensible victim so much as to point the finger at the desired culprit (actual target), amplifying the attack by provoking a response.
It's clear that we need new forms of epistemology and intelligence thinking.