学生们每天都会遇到看似可信实则不可信的标题、视频和帖子。有的歪曲事实，有的操纵情绪，还有的故意欺骗。在本子模块中，我们将分解不同类型的误导和有害内容，从错误信息、虚假信息到恶意信息等等。您将获得各种工具，帮助学生更深入地提出问题，更仔细地进行评估，并识别网络上的内容是否与表面看起来的不一样。.

注意：点击视频即可播放，或点击视频左下角的“在YouTube上观看”按钮直接在YouTube上观看。.

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回望

You may have recognized that preventing the presentation of misleading information begins with strengthening two core components of digital media literacy: critical thinking and research skills. Teaching students to use strategies such as lateral reading, CRAAP or CRISP evaluations, and verifying information across multiple credible sources could have helped them spot the fabricated statistics and AI-generated expert quotes. Reflecting on your own response, you may notice opportunities where you could have turned the moment into a guided learning experience; by inviting students to analyze the article together, model verification steps, or discuss how misinformation spreads. You might also consider redesigning the project to include required source evaluations, checkpoints for credibility, or brief lessons on how AI tools can generate realistic but misleading content. These proactive strategies would better equip students to navigate digital information independently and confidently.