In today’s digital landscape, we are constantly bombarded with an overwhelming amount of information and media through various channels, such as smartphones, laptops, and social media. While this has certainly transformed the way we consume news and information, it has also raised concerns about the authenticity of the content we encounter. The advent of deep fake technology is exacerbating this issue, where manipulated images and videos can be created to appear real and spread rapidly across online news feeds.

As AI continues to advance at an unprecedented rate, the potential misuse of deep fakes to spread misinformation and propaganda poses a growing challenge to democratic processes. Election campaigns and public opinion are often targeted by malicious actors seeking to sway outcomes through the sharing of fake news and manipulated images and videos. This, in turn, erodes public trust in many organizations and institutions and the capacity for communities to find shared consensus on many issues.

To address this, developing the skills and dispositions necessary to identify and discern deep fakes from genuine sources is an essential skill. This includes the ability to evaluate information sources critically, identify any biases, and understand the technical aspects of digital media manipulation. Without these essential skills, students and educators are at risk of not being able to identify deep fakes and other forms of disinformation.

As educators, we have a responsibility to prepare students for the digital world and equip them with skills to navigate the ever-changing media landscape. Media and information literacy skills foster an informed and engaged school community, empowering students to make informed decisions based on accurate and reliable information.

However, the rapid changes in information consumption and media communication tools have created a new and unfamiliar landscape for many educators. The rise of AI and deep fakes has amplified the need for providing professional development opportunities for educators to support effective teaching of media and information literacy.

Schools can ensure educators have the necessary skills by offering professional development, allowing them to equip students with the skills needed to navigate the evolving media landscape and become responsible consumers of media, active participants in civic life.

Strategies to support educators to identify deep fake pictures or videos

(source: https://elearningindustry.com/teaching-children-about-deepfake-technologies – https://www.media.mit.edu/projects/detect-fakes/overview/

• Teach to evaluate the source of the picture or video. Look for reputable sources and consider the context in which the picture or video was taken.
• Be aware of any alterations in the picture or video. This can include identifying inconsistencies in the lighting, colors, or shadows.
• Listen carefully to the audio in a video. Deep fake videos may have audio that is not synchronized with the visuals.
• Look for signs of manipulation. This can include identifying glitches in the video or noticing any unnatural movements of objects or people in the video.
• Cross-check the information in the picture or video with other sources. This can help verify the authenticity of the picture or video.
• Become familiar with the technical aspects of digital media manipulation. Understanding the use of facial mapping and other techniques used to create deep fake videos.

Further approaches to explore with students

1. Teach critical thinking skills by asking questions about the content they consume. Analyzing sources for accuracy, objectivity, and bias is a key part of this process. Guide students to approach information with a critical eye.
2. Use real-life examples of deep fakes and misinformation, and challenge students to identify them. Recent news articles and examples from social media can be useful in illustrating the concept. This approach helps understand the real-world impact of deep fakes and misinformation.
3. Create hands-on activities where students create their own content, such as short videos or social media posts. This gives students experience firsthand of the technical aspects of digital media manipulation and the impact it can have on the authenticity of the content. Creating their own content also helps students develop the skills to evaluate information critically.
4. Collaborate with other teachers to integrate media and information literacy skills across different subjects. Include deep-fakes. Explore the technical aspects of deep fakes, and through critical thinking skills & activities analyze news articles and sources. These cross-disciplinary approaches support students to better understand the complex multifaceted nature of media and information literacy in the age of A.I. cohabitation.

Articles framing the context

What are deep fakes – and how can you spot them? 
Deep Fakes Explained MIT Sloane School of Management

Resources to support educators and students

Teaching Children About Deepfake Technologies
https://elearningindustry.com/teaching-children-about-deepfake-technologies
Overview of some strategies to explore and use in the classroom to support children
Media Literacy in the Age of Deep Fakes
https://deepfakes.virtuality.mit.edu/
A in depth look at Media Literacy in the context of Deep Fames by MIT educator literacy project
Deepfakes: When you can’t believe your own eyes
https://newslit.org/tips-tools/deepfakes-when-you-cant-believe-your-own-eyes
Explaining how deep fakes are.
Deep Fake Literacy: Creating, using , misusing and detecting Synthetic Media
ttps://www.youtube.com/watch?v=9DLxLY-KY4I
Webinar walking through the steps of detecting deep fakes.
Fakeout
https://www.timeforkids.com/g56/fakeout-2/
From Time Magazine an article to support students understanding deep fakes
Deep Dive into Deep Fakes: Media Literacy in a World Where Seeing Is no Longer Believing
https://www.slj.com/story/Deep-Dive-into-Deep-Fakes-Media-Literacy-in-a-World-Where-Seeing-Is-no-Longer-Believing
The School Library Journal in-depth look at Deep Fakes through the lens of information literacy
Lesson plan; Detecting deepfakes — don’t be fooled by disinformation
https://annmichaelsen.com/2022/12/15/lesson-plan-detecting-deepfakes-dont-be-fooled-by-disinformation/
A lesson plan to support this topic for MS and HS students
Deepfakes: Resources for All Age
https://programminglibrarian.org/blog/deepfakes-part-2-resources-all-ages
American Library Association Public Programs Office share a portal of resources on the topic of Deep Fakes
Skin Deep: Deep Fakes and Misinformation
https://tacticaltech.org/news/skin-deep-deepfakes/
An in-depth look and resources to build lessons witgh students and/or activities for educators PD on the topic of deep fakes
Media Literacy: Deepfakes
https://guides.lib.lsu.edu/medialiteracy/deepfakes
Louisiana State University Library resource page to better understand Deep Fakes and information literacy