Although my first year of teaching was more than two decades ago, I clearly remember how my second graders returned from Thanksgiving more settled and focused. I was teaching at a public school in Oakland, California, and as December began, I was hopeful, energetic and increasingly confident about the learning routines I’d established in my class. Yet cliques had formed among some of the girls, and too often kids were not nice to each other. Another teacher had given me a book called Tribes, a guide to building a safe and caring learning community in the classroom. I wholeheartedly adopted it.
On an episode of Radiolab recorded earlier this year, host Simon Adler leads us down a fascinating and somewhat terrifying path into the future of fake news, where videos of real people—like a U.S. president—can be made to say fake things. While we have strategies for identifying fake images, a new wave of audio and video manipulation tools have the potential to twist reality even further. For educators and those of us thinking about how to ensure that students have the skills they need to be informed citizens, these new technologies are an urgent reminder of the importance of news and media literacy education.