Are you anxious about leading a class on fake news? No wonder. Still, there are ways to remedy that…

Do you have doubts about how to lead a class on fake news and disinformation? It is understandable, especially if you do not teach on a regular basis. In such case, leading any class on whatever subject might be stressful and make you anxious. Below, you can read about most common concerns and the ways to overcome them.  


 

By Piotr Henzler

Good advice from well-meaning colleagues often boils down to tips such as: “prepare well and you will feel confident”. Or, “there is nothing to worry about, you will be working with people and you like working with people”. Very helpful and empowering, is it not? The truth is, even experienced people, who are used to creating learning situations, might be anxious about leading a class, and it may also be because of the topic to be addressed. Fake news or disinformation are topics that may generate even more tension.
Why? The topic itself is challenging, and on top of that, it may relate to things that are vital for the participants in your class – of which many people setting out to lead such a class or a mini-training session are acutely aware. 
The bullet points below are concerns and questions, listed by category, that have been identified by people preparing to lead a class on fake news, disinformation or media-related education. These were people who have not had much experience teaching, coaching or educating others. Still, they wished to address the topic and believed that it is important and needed, that their role was to raise awareness among readers, library users and residents who for many hours each day are also media consumers. 
In the article 10 things to remember as you plan your class on fake news, you will find recommendations on how to design your class. Here, we tell you what may happen during the class itself.
There were quite a few concerns and questions, which could be put together under four principal headings.
principal headings.

“Will I be able to remain impartial and objective when we discuss fake news and disinformation?”
In this context, what does it mean to be impartial? That you will not voice your own evaluation of information accuracy? That you will give space to all the voices that confirm or challenge it? When you lead a class on fake news, let the participants honestly state what they think about the information you present or that they bring to the table. If you have enough time and it does not interfere with your session agenda, take some time to analyse these. But should the participants relay fake news, disinformation, etc. make sure you point it out. 
Finally, just call a spade a spade. If you discuss information contributed by a participant, state the truth (if you know it) or say that you are unsure. But when it comes to material you provide for the class, you need to be 110% sure whether they are true or fake. And you need to say it.

„What am I to do if a participant is convinced a piece of fake news is true and they refuse to accept it is, in fact, fake news?”
This is (partly) related to the previous concern. If you are absolutely certain that the person believes that a given piece of fake news is true and tries to prove it, let them speak, and then say that it is not true. You may try to convince them, but know that it may not be possible. If a person is certain something is true, you may not be able to persuade them otherwise. It is important, however, for the rest of the group to hear the truth.
Also, remember that if a person trying to prove a piece of fake news is true uses arguments that are offensive or violent towards other people or groups (ethnic, religious, cultural), you need to stop them immediately, do not let them ‘speak freely’. It is an overarching rule that also applies to the wider world beyond your class on fake news.

„What if a class/training participant happens to know more about fake news, disinformation or any other relevant topic than I do?”
Such a situation is quite possible – fake news are a broad and complex topic. You have someone in your class who knows more than you do? Perfect, make good use of them. Ask them to share e.g.  their experience in evaluating the truthfulness of information, to tell others about an app they have tested to analyse deepfakes, or to point out psychological mechanisms, with which  you may be unfamiliar, that make people fall pray to disinformation. Such a person is your asset. You cannot count on always being Ms/Mr ‘know-it-all’!

„What do I do if I cannot recognize if information provided by a participant is true or not?”
Be honest, do not pretend you know. If you are 100% sure – say it, if not, say that you are unsure. If you have enough time, it is best to point out which components of the news suggest that it is accurate, and which suggest a fake. In this way, you model real-life practice of information evaluation for your participants.
                           

If you are just about to start leading classes on fake news, you probably feel you have many doubts and are worried. It is not surprising. It is only natural to feel that way, which will probably gradually fade with every session that you lead on that topic. But please note that you may always feel a bit anxious or stressed – it usually means that you care, that you know you are doing something meaningful. Also, remember that the more prepared you are, the less anxious you will be. Keep reading about fake news, read reports, visit fact-checking service sites – you will find a lot of information that will not only be a guidance for your class, but will strengthen your expertise in this area. Good luck!