Category: Journalism

  • Top Tips: Are your sources reliable?

    Top Tips: Are your sources reliable?

    As a reporter you’re only as good as your sources. That’s why it is important, when doing a news story, to choose sources who are knowledgeable. That’s the advice from investigative journalist Matt Drange. 

    As a reporter, Drange doesn’t report his own thoughts and feelings. Instead, he reports the news based on what he can verify from multiple sources.

    Drange has written stories for ProPublica, Forbes Magazine, the Center for Investigative Reporting, the Guardian and Business Insider. 

    He said that when researching a story and looking for interviews, you should evaluate whether potential sources are reliable. This is critical in this age where so much disinformation is distributed. Just because someone says something and just because someone has a fancy title doesn’t mean they will give you good information.

    “These days the internet makes finding and accessing information easy,” Drange said. “But just because someone says something, doesn’t make it true or worthwhile for you to report in a journalistic article.”

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  • A decade waking teens up to the world around them.

    A decade waking teens up to the world around them.

    Back in 2019, students at La Jolla Country Day School in California interviewed a citizen of Beirut who had spent years imprisoned in the Guantanamo Bay Detention Center in Cuba, through a live zoom webinar arranged by News Decoder. 

    In 2022, News Decoder brought war correspondent Bernd Debusmann into a classroom, through a live feed to the Tatnall School in the U.S. state of Delaware where students were able to ask him what it was like getting shot in the back while covering Beirut. 

    My memory of high school is the challenge I had keeping my eyes open and my head vertical. I can describe falling in love with a metallic blue Mercedes in the parking lot below the window in my trigonometry class but I can’t tell you what a cotangent is. 

    The students in math and history and language classes today will inherit not just the world we live in but the power to shape it. And the years they spend in school are supposed to prepare them for that awesome responsibility. 

    But can we keep them awake and aware after they’ve stayed up half the night binging Apple TV or playing PUBG, fueled by orange Fanta and Hot Cheetos?

    Feeding curiosity

    It is News Decoder’s deep belief that most students are curious and want to learn but that they need to connect to the material they are supposed to study.

    For 10 years we’ve helped teachers and schools engage teens through experiential learning and by connecting them with people who have been eyewitnesses to world events. At News Decoder, we bring the world into the classroom and take students out into the world around them. 

    We do this through storytelling. We don’t tell them stories, we have them tell stories to us and the world and interview people who have stories to tell. We show them the power of telling other people’s stories through journalism and in the process exploring other people’s perspectives and learning about their experiences. 

    Two ways we do this is through cross border webinars and through our signature Pitch, Report, Draft and Revise process that we call PRDR. In cross border webinars we put students from different countries and across different time zones together in live video sessions to share problems in their communities and compare the conclusions they reached after researching the same important topic. 

    This past year we did that through our monthly “Decoder Dialogues.” Students from countries including Colombia, India, Belgium, France, Rwanda and the United States shared their research and views about topics as important as the role of the press in journalism, what good and bad leadership looks like, and where responsibility for climate change lies. 

    Through the PRDR process, we encourage students to identify a problem in their community, research it, and find and interview an expert — someone who had directly experienced the problem, or someone working to solve it and then see whether and how that same problem exists in other countries and how people in those countries tackle it. 

    Building human connections across borders

    Ultimately, we guide them through the process of turning their findings into engaging stories — articles or podcasts or videos and publishing those stories to the world. 

    In a world where so many of us spend so much time looking at screens, we want students to realize that knowledge can begin online, but the most powerful information comes from finding and interviewing people who are knowledgeable and that conversation with an interesting person is so much more engaging than words on a screen. 

    Interviews are transformative. In conducting them, students find themselves at the same level as the people they interview no matter how important that person is. An insightful question asked by a 16-year-old to say, famed U.S. constitutional lawyer Floyd Abrahms, which Lucy Jaffee did back in 2020, commands respect.

    “I just loved being able to talk to people and hear their stories,” Jaffee said at the time.

    It is that love for human connection in an increasingly robotic world that News Decoder is committed to fostering. We’ve done it for 10 years and we plan to do it for another decade. 

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  • Cross platforms to reach a wider audience

    Cross platforms to reach a wider audience

    In telling the story across different platforms, the important thing is to think about who you tell the story to. Imagine talking to them in person. You wouldn’t drone on with facts and data, you would get to what your story is really about.

    The great thing is that in publishing across platforms through different types of media, you don’t need fancy equipment or fancy sound or video editing techniques.

    Instead, the people who know how to do all that often go out of their way to make things look more raw, because raw looks more authentic and authentic is what many media consumers value.

    You can even use an AI program to help you create images, but make sure you tell your audience that you did that. In telling true stories you don’t want to mislead or misinform.

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  • Do we still value original thought?

    Do we still value original thought?

    I have written the piece that you are now reading. But in the world of AI, what exactly does it mean to say that I’ve written it? 

    As someone who has either written or edited millions of words in my life, this question seems very important. 

    There are plenty of AI aids available to help me in my task. In fact, some are insinuating themselves into our everyday work without our explicit consent. For example, Microsoft inserted a ‘Copilot’ into Word, the programme I’m using. But I have disabled it. 

    I could also insert prompts into a service such as ChatGPT and ask it to write the piece itself. Or I could ask the chatbot direct questions and paste in the answers. Everybody who first encounters these services is amazed by what they can do. The ability to synthesise facts, arguments and ideas and express them in a desired style is truly extraordinary. So it’s possible that using chatbots would make my article more readable, or accurate or interesting.

    But in all these cases, I would be using, or perhaps paraphrasing, text that had been generated by a computer. And in my opinion, this would mean that I could no longer say that I had written it. And if that were the case, what would be the point of ‘writing’ the article and putting my name on it?

    Artificial intelligence is a real asset.

    There is no doubt that we benefit from AI, whether it is in faster access to information and services, safer transport, easier navigation, diagnostics and so on. 

    Rather than a revolution, the ever-increasing automation of human tasks seems a natural extension of the expansion of computing power that has been under way since the Second World War. Computers crunch data, find patterns and generate results that simulate those patterns. In general, this saves time and effort and enhances our lives.

    So at what point does the use of AI become worrying? To me, the answer is in the generation of content that purports to be created by specific humans but is in fact not. 

    The world of education is grappling with this issue. AI gathers information, orders and analyses it, and is able to answer questions about it, whether in papers or other ways. In other words, all the tasks that a student is supposed to perform! 

    At the simplest level, students can ask a computer to do the work and submit it as their own. Schools and universities have means to detect this, but there are also ways to avoid detection. 

    The human touch

    From my limited knowledge, text produced with the help of AI can seem sterile, distanced from both the ‘writer’ and the topic. In a word, dehumanised. And this is not surprising, because it is written by a robot. How is a teacher to grade a paper that seems to have been produced in this way?

    There is no point in moralising about this. The technologies cannot be un-invented. In fact, tech companies are investing hundreds of billions of dollars in vast amounts of additional computing power that will make robots ever more present in our lives. 

    So schools and universities will have to adjust. Some of the university websites that I’ve looked at are struggling to produce straightforward, coherent guidance for students. 

    The aim must be, on the one hand, to enable students to use all the available technologies to do their research, whether the goal is to write a first-year paper or a PhD thesis, and on the other hand to use their own brains to absorb and order their research, and to express their own analysis of it. They need to be able to think for themselves. 

    Methods to prove that they can do this might be to have hand-written exams, or to test them in viva voce interviews. Clearly, these would work for many students and many subjects, but not for all. On the assumption that all students are going to use AI for some of their tasks, the onus is on educational establishments to find new ways to make sure that students can absorb information and express their analysis on their own.

    Can bots break a news story?

    If schools and universities can’t do that, there would be no point in going to university at all. Obtaining a degree would have no meaning and people would be emerging from education without having learned how to use their brains.

    Another controversial area is my own former profession, journalism. Computers have subsumed many of the crafts that used to be involved in creating a newspaper. They can make the layouts, customise outputs, match images to content, and so on. 

    But only a human can spot what might be a hot political story, or describe the situation on the ground in Ukraine.  

    Journalists are right to be using AI for many purposes, for example to discover stories by analysing large sets of data. Meanwhile, more menial jobs involving statistics, such as writing up companies’ financial results and reporting on sports events, could be delegated to computers. But these stories might be boring and could miss newsworthy aspects, as well as the context and the atmosphere. Plus, does anybody actually want to read a story written by a robot? 

    Just like universities, serious media organisations are busy evolving AI policies so as to maintain a competitive edge and inform and entertain their target audiences, while ensuring credibility and transparency. This is all the more important when the dissemination of lies and fake images is so easy and prevalent. 

    Can AI replace an Ai Weiwei? 

    The creative arts are also vulnerable to AI-assisted abuse. It’s so easy to steal someone’s music, films, videos, books, indeed all types of creative content. Artists are right to appeal for legal protection. But effective regulation is going to be difficult.  

    There are good reasons, however, for people to regulate themselves. Yes, AI’s potential uses are amazing, even frightening. But it gets its material from trawling every possible type of content that it can via the internet. 

    That content is, by definition, second hand. The result of AI’s trawling of the internet is like a giant bowl of mush. Dip your spoon into it, and it will still be other people’s mush. 

    If you want to do something original, use your own brain to do it. If you don’t use your own intelligence and your own capabilities, they will wither away.

    And so I have done that. This piece may not be brilliant. But I wrote it.


     

    Questions to consider:

    1. If artificial intelligence writes a story or creates a piece of art, can that be considered original?

    2. How can journalists use artificial intelligence to better serve the public?

    3. In what ways to you think artificial intelligence is more helpful or harmful to professions like journalism and the arts?


     

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  • Can the information you share be trusted?

    Can the information you share be trusted?

    “If you see that a person has lied in the past you should carefully consider whether it is a good idea to trust them,” Jonas said. 

    3. Find other sources that seem to be reporting the same thing.

    “Sometimes you will find that different sources interpret the same event very differently,” Jonas said. “Think about which sources you should trust more.”

    Information in research articles, journalistic publications or academic experts and institutions are generally more reliable than blog contributors or social media posts, Jonas said. 

    Be a bit skeptical, too, she said, when a publication or podcast or post seems to mix information with emotion and see if you can separate out factual reporting with opinion.

    Incorporating this healthy skepticism and adopting a system for verifying information will help you build a reputation for credibility and reliability. This is useful not just in your reporting, Jonas said, but in your daily life, as well. 


     

    Questions to consider:

    1. What is meant by a system of verification?

    2. Why should you check for information about the author of an article or post you read?

    3. How can a healthy skepticism be useful in your daily life?


     

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  • An award recognizes the importance of youth journalism

    An award recognizes the importance of youth journalism

    On 18 July, U.S. legislators voted to rescind more than one billion dollars in funding previously allotted to the Public Broadcasting Service (PBS), a nonprofit network of television and radio stations partly funded by the U.S. government.  

    The cuts put at risk educational and training programs geared to young people across the country. 

    That’s why an award from Global Youth & News Media to PBS News Student Reporting Labs is so significant. 

    Student Reporting Labs (SRL) is a U.S.-based journalism training program for young people and their educators. On 23 July, Global Youth & News Media, a France-based nonprofit dedicated to encouraging and honoring news media engagement with the young, awarded SRL its Prize for Outstanding Achievement in Journalism.

    “This award is in recognition of the program’s impactful history and determination to continue its unmatched work to introduce young people throughout the United States to local broadcast journalism,” said Aralynn McMane, executive director of Global Youth & News Media. “In voting to bestow this award, our board was unanimous and adamant about the need to shine a spotlight on Student Reporting Labs to remind the world of what short-sighted politics risks destroying in the wake of defunding public broadcasting.”

    The importance of youth journalism

    This is only the second time the Global Youth & News Media board has bestowed such an honorary award. The first was in 2018 for joint live coverage of the March For Our Lives anti-gun demonstration by The Guardian US with Eagle Eye News student reporters from Marjory Stoneman Douglas High School in Florida, which had seen the killing of 18 people at the school just three weeks prior. 

    Founded in 2009 by Leah Clapman, then the managing editor of education at PBS NewsHour, Student Reporting Labs has helped build broadcast and journalism programs in thousands of secondary schools across all 50 states. 

    The program connects them with over 40 public television stations and local news organizations to bring their story to local audiences. SRL empowers the next generation of storytellers by providing free training fellowships and workshops to students and educators across the country and around the world. In all, more than 125,000 students have participated in the program. 

    SRL also reaches more than 10,000 educators via a free learning platform StoryMaker. StoryMaker provides teachers with instruction materials and lessons to help students think critically, explore their curiosity about the world and engage in their communities. 

    The SRL program was established “on the premise that some stories are best told by young people,” Clapman, now full-time executive director of SRL, wrote in a briefing last week. ”This is especially true in this moment of rapid change and disruption. In this challenging time, we’re leaning in to perseverance and service rather than despair.”

    Mentoring teens to tell important stories

    Clapman wrote that newsrooms can benefit from the important perspectives, experiences and insights that teens have and that these perspectives can help news organizations tell more nuanced and complete stories about issues that affect students.

    One such teenager that the Student Reporting Labs trained was award-winning alumna Mary Williams, who joined the program in 2015 and interned at her local PBS station in Ohio. 

    “Now when I see the news, it’s personal,” she said. “The economy, education system and the Earth’s current state aren’t just my parents’ problems to worry about. They’re mine, too.”

    The Global Youth & News Media Prize for journalism this year focused on youth collaborations that help local news media survive. The rest of the laureates were chosen by an international expert jury and will be announced in the coming weeks. News Decoder, which trains and encourages young people to develop global perspectives in storytelling, is a partner in the award and helped judge the entries. 

    News Decoder Educational News Director Marcy Burstiner said that it is more important than ever to recognize the important work young journalists are doing. 

    “It seems that in the United States and elsewhere there is a war on journalism and truth telling,” Burstiner said. “I used to tell my students that it was a myth that you needed a thick skin to be a journalist. But these days, you do.”

    But every year, News Decoder finds more and more young people stepping up to the challenge, Burstiner said. 

    “They aren’t afraid to tell the important stories that need to be told,” she said. “But people need to support the organizations like PBS News Student Reporting Labs that help and encourage young people to be truth tellers.”

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  • Top Tips: Make your voice heard

    Top Tips: Make your voice heard

    Do you feel like the media doesn’t represent you? Are you aware of certain tropes that you disagree with and know from first-hand experience?

    Then use your voice. To show you how, Charis McGowan, a freelance journalist who has worked for the Guardian, the BBC and Al Jazeera and was an editor at gal-dem, a magazine for women and non-binary people of color, shares some tips that will help you effectively get your opinions across in an article. 

    McGowan offered her ideas as part of News Decoder’s partner project Mobile Stories. Mobile Stories is a publishing tool for young people. It provides guidance on how to create trustworthy news content while upholding journalist ethics. You can watch a video of McGowan explaining her ideas at the end of this article.

    McGowan said you first need to distinguish between a news story and an opinion article. “A news story is about your subjects, you don’t have to use the word ‘I’ at all, you’ll actually just keep your voice neutral,” McGowan said. “But an opinion article is totally different, you have to use your voice and your perspective.”

    You might comment on the news, but then you’ll tell readers how you relate to that particular piece of news. “This could be based on your ethnicity, your sexual orientation, where you live and your expertise, opinion,” McGowan said. 

    Articles by journalists differ from opinions you see in comments on social media. People who post comments might be spouting off the bat or using their initial gut reaction. “Opinion writers actually have to research what they’re talking about,” McGowan said. “That means looking at articles that perhaps they’ve not written and drawing on data and looking at really credible and trustworthy sources.”

    Opinions and expertise

    That’s what Alexa Taras did when she wrote an article News Decoder published in May 2025. Taras, a student at The Hewitt School in New York City, was concerned about the increasing number of schools around the country that were agreeing to pull books out of libraries and classrooms after parental complaints about the topics.

    She researched news stories to find actual incidents and interviewed a book publisher and an author. Only then did she include her own perspective:

    “As a current student and aspiring writer, I fear that in the future I will be creating books that cannot exist in the educational system,” Taras wrote. “Students deserve the right to learn about history no matter how violent or scary. How can we inspire students to be the best they can, if their education has been censored to only learn about ‘safe’ topics? Education should not be limited.”

    If you have an idea about something happening in the news that you think is worth exploring, McGowan provides some tips on writing an opinion piece that is both fact-based and persuasive.

    1. Write about what you know and what you are passionate about.

    This could be anything from pop culture to politics. McGowan wrote an opinion piece, for example, on an Ed Sheeran song. “He was using Caribbean slang in his lyrics and it made me feel a bit uneasy, so I delved into to my sense of unease.” McGowan asked: Was it okay for a white English man to be using this type of language? “My dad is from the Caribbean and my grandparents still speak with this type of language so it just made me feel a bit weird.”

    McGowan delved into matters of appropriation and the colonization of language to base the arguments on why Sheeran shouldn’t be doing that. “I had my opinion and I had previous work to draw on so that’s all I needed to start writing.”

    2. Research what’s been said on the topic already.

    After you’ve explored what other people have written about the topic, then think about your unique angle and draw on your voice.

    3. Bring in the news.

    Go back to what you read or saw or heard that got you thinking about this in the first place. “Signal your reaction to it straight away,” McGowan said.

    4. Back up your opinion.

    Use research data, facts and figures and other articles. “Make sure that you always cite trustworthy sources of information,” McGowan said.

    5. Round up your article in a clear and memorable way.

     Sometimes, McGowan said, the last sentence is the most important.

    Watch Charis McGowan’s video here:

    Learn more about the Mobile Stories project here. Co-funded by the European Union.


     

    Questions to consider:

    1. How does an opinion article differ from comments people make on social media?

    2. What do you need in an article to make it “persuasive”?

    3. What is a topic you are knowledgeable and passionate about?


     

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  • Exploring the diversity of people the world over

    Exploring the diversity of people the world over

    At the age of 9, Hannah Choo found herself shuttled across the Pacific Ocean from California to Seongnam, South Korea. She found herself living in a city, about an hour from Seoul, where everything from language to climate was different.

    She’d grown up in sunny, suburban, slow-paced Pasadena in Southern California and wasn’t happy at first about the move.

    “When I first arrived, the honking of cars at night was so loud that I couldn’t fall asleep,” Choo said. 

    But now, seven years later, she realizes that the experience of living in two starkly different cities has given her a better understanding of people. And this is important because Choo wants to be a journalist. 

    She has joined News Decoder as a summer intern, bringing with her an interest in communities and how they collectivize and support themselves. 

    “Korea has made me look deeper into how people differ experientially, not just in terms of surface factors like race or ethnicity or where they’re from,” she said. “I think there’s a lot of diversity in Korea with what people go through in their lives.”

    Appreciating cultural differences

    The homogenous culture of South Korea gives Choo a strong sense of community and has helped her realise that people’s differences are not defined by where they come from.

    For News Decoder, Choo brings the perspective of a young person, which is valuable to an organization devoted to helping youth process global events and the confusing digital world that consumes them.

    Consider her work with Amina McCauley, who leads News Decoder’s EYES program — Empowering Youth Through Environmental Storytelling —  a two-year project to create a climate change curriculum that can be implemented in schools across the globe. 

    “Hannah has been helping me critique News Decoder’s climate journalism educational materials,” McCauley said. “As the EYES project enters its phase of dissemination, Hannah’s curiosity and understanding of depth is helping the curriculum to become stronger and more relevant for the young people of today.”

    McCauley said that Choo is thoughtful and critical, but that it is her way of interacting with others that is her best asset.

    “She brings me trust in future generations,” McCauley said. 

    Working with News Decoder

    Choo said she wanted to work with News Decoder because of the way it spotlights the human side of news, and how lives are impacted by everyday events. 

    “I feel like News Decoder aims to really empower students to not just write a story in general, but also how to incorporate their own voice into that while sticking with the rules of journalism,” Choo said.

    Choo will also help News Decoder bolster its social media. In the coming weeks, she will be working with News Decoder’s Program and Communication Manager Cathal O’Luanaigh on her own series of posts on News Decoder’s social media pages and working with its Educational News Director Marcy Burstiner on articles related to climate change, people and culture.

    Burstiner said that when Choo first came to News Decoder it was as if she knew exactly what was wanted of her. “She has a great instinct for news, for seeing the story that hasn’t been told and that needs to be told,” Burstiner said. “For News Decoder, South Korea is a country that has been underreported. I’m really looking forward to her stories.”

    Ultimately, Choo hopes to tell stories about people in many different places. 

    “I see myself travelling the world and visiting different communities and really hearing their stories, and being able to present it in a way that’s authentic to them,” she said. “And showing that to the rest of the world and allowing other people to also see all of these unique parts of a global culture that you never really get a spotlight on.” 

    Telling global stories

    What she has learned so far in her travels from California to South Korea is that there is great satisfaction in adapting to a new culture. 

    While there was no language barrier for Choo when she moved to Seongnam, having spoken Korean with her parents since she was a child, the noise and way of living there needed some getting used to. But what she at first found so different, she now finds comfort in. 

    Everything she needs outside of her apartment complex, which is wrapped by four different roads, is just a short subway, drive or walk away. And with community comes safety. 

    “I always tell people that you could leave your laptop on top of a coffee shop table and expect to find it there again an hour later,” Choo said. 

    There are still challenges. 

    Korean schools are hyper competitive and getting into a prestigious university is important. This means that in high school, students are so focused on getting good grades that their mental health often suffers.

    Young people prioritise studying for tests over sleep and a social life. They compare themselves to each other and base their self worth on academic performance. 

    “That creates pretty toxic dynamics between people,” she said. “Beating out the competition, I think, is a huge narrative here.”

    This also means that school and learning is centred on grades, so that critical thinking and interest is of much lower importance.

    “Studying in any school in Korea, even if international, means you’re still affected by the culture,” Choo said.

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  • Top Tips: Take photos that stand out

    Top Tips: Take photos that stand out

    You want to know what it’s like being a photojournalist? Do you need to take photos to illustrate an article for school publication? We asked Simone Åbacka, a photojournalist for Vasabladet in Finland, to tell us how to get inspired and make sure your photos stand out.

    “Photos nowadays are quick and easy to make, but to get a picture that really captures your audience and the viewer, that will require a bit more from you as a photographer,” Åbacka said.

    She said that photojournalists have to be out where the action is, she said.

    “So if you’re interested in a certain person, you can follow them along for a day or find a street market or a protest or something happening in your area,” Åbacka said. “So look for something that interests you and go and shoot that.”

    When you have already done a story or you are asked to provide photos for a story that has already been done, try taking a photo yourself instead of trying to find one online.

    If the story is about traffic jams, for example, go out and take a photo of the chaos and the moving cars.

    “You want your photos to get attention and be seen,” she said.

    Åbacka’s five tips for stand out photos

             1. Move around and try different kinds of angles.

    2. Look for emotion

    3. Look for good lighting

    4. Use your environment to tell viewers more about the subject

    5. Use a clean background for your subject.

    You don’t need a professional camera to take stunning photos, a phone will do. But know its limits, Åbacka said. “It can’t do everything,” she said.

    This video was produced as part of News Decoder’s partner project Mobile Stories. Mobile Stories is a publishing tool for young people. It provides guidance on how to create trustworthy news content while upholding journalist ethics.

    Watch Simone Åbacka’s video here: 

    At News Decoder, our editors, educators and correspondents guide students through the journalistic writing process to help them get a first-hand understanding of big global issues and connect across borders. From finding a story to interviewing to editing, we work closely with students to develop their skills using our Pitch-Report-Draft-Revise technique. Student stories are published on our website, social media and in our Educators’ Catalog alongside the work of professional journalists and industry experts.

    If you’re an educator looking to engage your students in media literacy programmes, a teacher in need of interesting resources or a writer looking for an outlet, find out more and get in touch at news-decoder.com


    Questions to consider:

    1. Why would a photo you take be better than one you can find online?

    2. What kind of emotion could you capture in a photograph?

    3. How can you use your environment to tell viewers more about the subject?


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  • Decoder Replay: Is truth self-evident?

    Decoder Replay: Is truth self-evident?

    Fake news is dangerous. But it’s hardly new.

    More than 3,000 years ago, the largest chariot battle ever pitted the forces of one of the most powerful pharaohs of ancient Egypt — Ramesses the Great — against the Hittite Empire in Kadesh, near the modern-day border between Lebanon and Syria.

    The battle ended in stalemate.

    But once back in Egypt, Ramesses spread lies portraying the battle as a major victory for the Egyptians. He had scenes of himself killing his enemies put up on the walls of nearly all his temples.

    It was propaganda. “It is all too clear that he was a stupid and culpably inefficient general and that he failed to gain his objectives at Kadesh,” Egyptologist John A. Wilson wrote.

    Disinformation in ancient Rome

    The Roman general Mark Antony killed himself with his sword after his defeat in the Battle of Actium upon hearing false rumors — fake news — propagated by his lover Cleopatra claiming that she had committed suicide.

    American patriots, including the esteemed U.S. statesman and inventor Benjamin Franklin, and their British enemies swapped spurious allegations during the American Revolution that murderous Native Americans were working in league with their adversaries, scalping allies.

    How about the 1938 radio drama, “The War of the Worlds”? Adopted from a novel by H.G. Wells, the radio broadcast fooled some listeners into believing that Martians had landed in America. Newspapers of the day said the broadcast sparked panic.

    But historians today say the panic was exaggerated. So it was fake news about fake news!

    There is no shortage of modern-day instances of fake news. In Myanmar in 2018, the military spearheaded a campaign of fake news, mainly on Facebook, claiming the Rohingya minority had murdered and raped members of the Buddhist majority. The Rohingya were described as dogs, maggots and rapists. The fake news helped trigger violence against the Rohingya that forced 700,000 people to flee their homes.

    The irony is that many in Myanmar had turned to Facebook for information because the military had alienated many citizens with its control of the media. But the same military took advantage of the false reports to crack down on the Muslim minority.

    Election falsehoods

    Similarly, fake news has been used in the Philippines, Indonesia, Malaysia and Sri Lanka to influence the outcome of elections, hide corruption and stir up religious animosity.

    One of the ironies of fake news is it can embolden authoritarian governments to turn the tables and use made-up news as an excuse to crack down on the media. That can enable the regime to control the media message. In other words, fake news to the rescue of autocrats.

    But we should not fool ourselves into thinking that fake news can be cured merely through technological solutions, that it’s a product of our times, that it’s mainly political and that it’s peddled only by our opponents. It’s not the property of any one political party or interest.

    Fake news takes root in the gray area between truth and fiction, an area we can be quite comfortable in. There is something very enticing about fake news, especially if it aligns with our pre-conceived notions. Yet we are apt to think that fake news is the exception, a new aberration.

    We can easily fall victim to fake news in part because we are not always disgusted by lies. We are taught at a very early age that deceit – deception, dishonesty, disinformation – is all around us. And that not all lies are as harmful as others. Our parents read us fairy tales from the earliest of ages, and many tales involve lies.

    The telling of fairy tales

    Take the ancient fable of “The Cock and the Fox,” included in the medieval collection of Middle Eastern folk tales, “One Thousand and One Nights.”

    A hungry fox tries to coax a rooster out of a tree by telling him a tall tale — that there is universal friendship now among hunters and the hunted. The cock has nothing to fear, the wily fox says. It’s a lie, of course.

    So, the equally wily cock resorts to his own lie: he tells the fox that he sees greyhounds running towards them, surely with a message from the King of Beasts. The fox, outwitted, runs away in fear. So here we have two lies in a single story. The moral? “The best liars are often caught in their own lies.”

    Children and their parents are quite comfortable surrounded by lies. Is Santa Claus a malicious or harmless lie?

    Do you know the story of the Wizard of Oz? That classic U.S. movie about a young girl lost in a fantasy world, pursued by witches, struggling to go home? The entire plot relies on a deceit – a supposedly powerful wizard who is nothing more than a bumbling, ordinary conman, who uses magic tricks to make himself seem great and powerful.

    Deceit at the service of entertainment.

    Advertisements are often innocent exaggerations, fiction if you will in the service of business and profit-making. But sometimes ads can veer into falsehoods.

    So fake news is not new. And we’re no strangers to lies. What does that mean for those of us interested in making the world a better place? Should we simply give up because the task is too great?

    Hardly. The lesson is that truth is not black and white, but grey, and it’s a moving target.

    Take, for example, colonialism. From the 15th century on, white Europeans conquered huge swathes of the Americas, Africa, the Middle East, Asia and Oceania. They subjugated millions of people, using brutal violence in many places to subdue indigenous populations. They brought diseases that wiped out millions.

    They exploited natural resources, using native labor and pocketing most of the profit from sales into a global trading network that they established. By 1914, Europeans had gained control of 84% of the globe.

    We know all of that now because colonized peoples have revolted against their colonial rulers and won independence. The wars of independence have been won, yet so many countries around the world are still grappling with the shameful effects of colonialism and racism.

    The ambiguity of truth

    But would everyone have agreed on that depiction of Europeans as rapacious colonialists before the wars of independence?

    Certainly not most of the Europeans, who believed they were exporting a superior civilization to backward natives. Missionaries who led many colonial ventures believed they were doing God’s will by converting native populations to Christianity. And not a few natives turned a blind eye to atrocities and benefited financially.

    For a glaring example of the ambiguity of truth, take the United States. Its Declaration of Independence, borrowing from the French enlightenment, states that “all men are created equal,” with “unalienable Rights” to “Life, Liberty, and the pursuit of Happiness.” It put notions of freedom and equality at the heart of the American experiment. Yet it was written by a slave owner, Thomas Jefferson, and represented 13 colonies that all, to one degree or another, allowed slavery.

    Convinced of their superiority and driven by an almost unquenchable appetite for wealth, white settlers drove Native Indians from their homes. The U.S. government authorized more than 1,500 attacks and raids on Indians. By the end of the 19th century, fewer than 238,000 indigenous people remained, down from some 5-15 million living in North America when Columbus arrived in 1492.

    What is more, settlers in the South imported slaves from Africa, forcing them to work on vast plantations and denying them the very rights to life and liberty spelled out in the Declaration of Independence.

    Rights and repercussions

    Both Native Indians and African Americans are struggling to this day to come to terms with the treatment they suffered at the hands of the white colonials.

    Would a white settler have seen himself or herself as a murderer? Hardly. In their minds, they were doing God’s work.

     Mind you, the desire to colonize is not peculiar to Europeans. Imperial Japan and imperialist China both established overseas empires. The Empire of Japan seized most of China and Manchuria. To this day, Chinese nationals and South Koreans harbor ill feelings towards the Japanese. Chinese dynasties won control over parts of Vietnam and Korea.

    There’s an expression in newsrooms around the world: “One man’s terrorist is another man’s freedom fighter.” Put another way, the same individual might seem a terrorist to some, a hero to others.

    Take Yagan, a 19th century indigenous Australian warrior from the Noongar people. He played a key role in early resistance to British colonial rule in an area that is now Perth. His execution by a young settler figures in Australian history as a symbol of the unjust treatment of indigenous peoples by colonial settlers.

    A hero to his people, he was a murderer in the eyes of the British.

    Different perspectives on history

    Or take the Incan emperor, Atahualpa, who resisted the explorer and conquistador Francisco Pizarro, to this day a Spanish hero. Pizarro forced Atahualpa to convert to Christianity before eventually killing him, hastening the end of one of the greatest imperial states in human history.

    How you view Pizarro may depend on where you are sitting and when you lived.

    There are countless modern examples of radically different perspectives on events. Such discrepancies may be inevitable. Dogged journalists can shed light on events and protagonists, and help shape history – for better or for worse.

    Joseph McCarthy was a U.S. senator who in the early years of the Cold War spearheaded a smear campaign against alleged Communist and Soviet spies. Only courageous reporting by a small group of journalists who dared question McCarthy’s tactics and risked being tarred as Communist sympathizers themselves led to McCarthy’s downfall.

    Joseph McCarthy (L) with his attorney Roy Cohn, who later mentored Donald Trump (Wikimedia Commons)

    The New York Times and Washington Post went out on a legal limb when in 1971 they published the Pentagon Papers, a U.S. government history of the Vietnam War that laid bare official lies that drove American policy for more than a decade in Southeast Asia.

    The government called the man who leaked the government documents a criminal and sought to prevent the newspapers from publishing the damning revelations.

    The newspapers won their case before the Supreme Court, and their reporting increased public pressure on the government to withdraw from Vietnam.

    Watergate upended a presidency.

    You’ve perhaps heard of Watergate? Literally speaking, it’s a hotel in Washington, DC. But it has come to stand for the dogged and courageous news reporting by two journalists with the Washington Post who exposed crimes by President Richard Nixon and helped lead to his resignation in 1974.

    Courageous investigative journalism is hardly confined to the United States. A non-profit news outfit called AmaBhungane — in Zulu, “dung beetle,” an animal that digs through shit – has reported on corrupt business deals at the highest levels of South Africa’s government.

    In the Arab world, investigative journalists in Egypt, Yemen, Tunisia, Syria, Lebanon, Jordan, Iraq, Bahrain, Palestine, Mauritania, Algeria, Kuwait and Sudan have uncovered tax evasion, money laundering, drug smuggling, torture and slavery. They have unmasked doctors who have removed the wombs of mentally disabled girls with the consent of parents.

    But it’s not all easy sailing. According to Freedom House, in 2017 there were only 175 investigative journalists in all of China, down 58% since 2011.

    What does this mean for you, a young activist who wants to help change the world?

    Truth is murky.

    The lesson is that the truth may not lie squarely on one side or the other, but rather in a murky, grey area. It can take courage to shine a light in the shadows, teeming with lies. And you may have to hear viewpoints that differ radically from your own. It pays to listen.

    Progress against racism, inequality and injustice depends on an informed public.

    The best journalists recognize their responsibility to uphold the Universal Declaration of Human Rights, which state that: all human beings are born free and equal in dignity and rights; and everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers.

    As the third U.S. President Thomas Jefferson said: “Were it left to me to decide whether we should have a government without newspapers or newspapers without a government, I should not hesitate a moment to prefer the latter.”

    So stick up for your rights, including the right to free expression. Be fair. And remember that one man’s terrorist may be another man’s freedom fighter. You don’t have a lock on the truth.


     

    Questions to consider:

    1. Why is it important to understand that fake news is nothing new?

    2. Do you think there is any way to stamp out fake news?

    3. What does it mean to say, “One man’s terrorist is another man’s freedom fighter”?


     

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