Identifying Misinformation and Disinformation

Active learning helps students grasp the nuances of misinformation and disinformation by immersing them in realistic scenarios. When students actively verify claims, analyse tactics, and role-play scenarios, they move beyond abstract definitions to practical discernment.

• Year 9
• English
• 4 activities
• 30 min–45 min

Learning Objectives

1. Differentiate between misinformation, disinformation, and malinformation in digital texts.
2. Analyze the psychological motivations behind the online sharing of false narratives.
3. Construct a set of verifiable strategies for evaluating the accuracy of online content.
4. Evaluate the persuasive techniques used in disinformation campaigns.
5. Compare the potential impact of misinformation and disinformation on individuals and society.

Document Mystery

⏱ 45 min·Small Groups

Scavenger Hunt: Viral Claim Verification

Share 6 recent social media claims with the class. Small groups use tools like Google Reverse Image Search, Snopes, and ABC Fact Check to verify each one, noting evidence for or against. Groups report back with a class tally of true versus false.

Prepare & details

Differentiate between misinformation, disinformation, and malinformation.

Facilitation Tip: For the Scavenger Hunt, provide printed or digital versions of viral posts with varied credibility so students practice close reading of captions, dates, and source URLs.

Setup: Groups at tables with document sets

Materials: Document packet (5-8 sources), Analysis worksheet, Theory-building template

• Analyze
• Evaluate
• Self-Management
• Decision-Making

Document Mystery

⏱ 30 min·Pairs

Pairs Detective: Tactic Breakdown

Provide pairs with examples of memes, articles, and videos containing disinformation. They label tactics such as fear-mongering or false authority, then explain the psychological pull. Pairs swap analyses for peer review.

Prepare & details

Analyze the psychological reasons why people share false information online.

Facilitation Tip: During Pairs Detective, give each pair a printed tactic card (e.g., fake experts, conspiracy framing) and ask them to find real-world examples before explaining how the tactic works.

Setup: Groups at tables with document sets

Materials: Document packet (5-8 sources), Analysis worksheet, Theory-building template

• Analyze
• Evaluate
• Self-Management
• Decision-Making

Document Mystery

⏱ 40 min·Small Groups

Group Workshop: Strategy Posters

Small groups brainstorm and illustrate 5-step verification checklists, like check date, author, and bias. They add real examples. Conduct a gallery walk where students vote on most practical strategies.

Prepare & details

Construct strategies for verifying the accuracy of online content.

Facilitation Tip: In the Group Workshop, assign each group one verification strategy to illustrate on a poster with examples, deadlines, and rubric criteria clearly posted.

Setup: Groups at tables with document sets

Materials: Document packet (5-8 sources), Analysis worksheet, Theory-building template

• Analyze
• Evaluate
• Self-Management
• Decision-Making

Document Mystery

⏱ 35 min·Whole Class

Whole Class Simulation: News Spread Role-Play

Assign roles as creators, sharers, and checkers of a fake news story. Simulate sharing across the class, then debrief on detection points. Record insights on a shared digital board.

Prepare & details

Differentiate between misinformation, disinformation, and malinformation.

Facilitation Tip: During the News Spread Role-Play, assign roles with secret motives beforehand so students experience how intent shapes sharing behaviour and emotional responses.

Setup: Groups at tables with document sets

Materials: Document packet (5-8 sources), Analysis worksheet, Theory-building template

• Analyze
• Evaluate
• Self-Management
• Decision-Making

Teaching This Topic

Teachers should model skepticism without cynicism, showing students how to evaluate claims step by step. Avoid presenting misinformation as purely technical; instead, connect it to emotions, identity, and trust to make lessons memorable. Research suggests frequent, low-stakes practice with feedback builds lasting media literacy more effectively than one-off lessons.

What to Expect

Successful learning looks like students confidently distinguishing misinformation from disinformation, naming specific tactics used in false content, and applying verification strategies independently. They should articulate why certain posts are misleading and propose ways to confirm or refute them.

Watch Out for These Misconceptions

Common Misconception

During the Scavenger Hunt, watch for students who label all false posts as disinformation regardless of intent.

What to Teach Instead

During the Scavenger Hunt, direct students to check each post’s source and intent clues, then discuss in pairs whether the falsehood was likely shared by mistake or design.

Common Misconception

During Pairs Detective, students may assume obvious spelling errors always signal fake news.

What to Teach Instead

During Pairs Detective, provide polished samples with no typos and ask pairs to identify subtle tactics like manipulated images or fake experts instead.

Common Misconception

During the News Spread Role-Play, students may believe only strangers or governments spread falsehoods.

What to Teach Instead

During the News Spread Role-Play, assign roles like ‘friend’ or ‘influencer’ and challenge students to explain why trusted figures can still spread disinformation effectively.

Assessment Ideas

Quick Check

After the Scavenger Hunt, present students with three short online posts: one clearly factual, one containing misinformation, and one with disinformation. Ask them to label each post and write one sentence explaining their reasoning for the misinformation and disinformation examples.

Discussion Prompt

During the News Spread Role-Play, pause the activity to ask: 'Why might someone share a piece of information they suspect might be false?' Facilitate a class discussion, guiding students to consider psychological factors like echo chambers, confirmation bias, and social pressure.

Exit Ticket

After the Group Workshop, ask students to list two distinct strategies they can use to verify the accuracy of an online news article. They should also briefly explain why one of these strategies is effective.

Extensions & Scaffolding

• Challenge: Ask students to create a social media post that spreads disinformation intentionally, then swap with a partner to verify it using the strategies learned.
• Scaffolding: Provide a checklist of verification steps for students to use during the Scavenger Hunt, especially for those who struggle with open-ended tasks.
• Deeper: Invite students to research a recent debunked claim, trace its origins, and write a short report on how the falsehood spread and how it was corrected.

Key Vocabulary

Misinformation	False or inaccurate information that is spread, regardless of intent to deceive. It often stems from honest mistakes or misunderstandings.
Disinformation	False information deliberately and strategically spread to deceive, manipulate, or mislead an audience. It is often created with a specific agenda.
Malinformation	Information that is based on reality but used out of context to mislead, harm, or manipulate. It often involves selective truths or private information.
Echo Chamber	A situation where beliefs are amplified or reinforced by communication and repetition inside a closed system, limiting exposure to differing viewpoints.
Confirmation Bias	The tendency to search for, interpret, favor, and recall information in a way that confirms or supports one's prior beliefs or values.