See Part I and Part II of Libraries in a Post-Truth World.

In the Fact, Truth, and Trust group of academic and public librarians and researchers, we discussed confirmation bias, verifying social media content, emotions vs. facts, and building an information diet. We started with introductions and why we had chosen this group. People expressed interest in:

• How to separate fact from opinion (“Where does truth lie in a society that’s all about opinion and rhetoric?”)
• How to have programs in libraries and schools without political slant or agenda
• Advocacy for funding for librarians in schools
• Teaching/encouraging critical thinking skills
• Information-seeking behavior and narrative theory, how people construct narratives
• Trust in/use of data (what people talk about when they talk about data; presentation of data)

One participant commented that “Uncovering bias is one of the highest-order thinking skills we have…it can be almost invisible.” As one of the panelists had pointed out earlier, confirmation bias affects people on both/all political sides. Two people mentioned the site allsides.com (“Don’t be fooled by bias. Think for yourself”), which offers left, right, and central perspectives for real news stories. 

Eventually we came to the idea of “building an information diet” and spent most of our time discussing how we might use that idea to offer library programs on information literacy. The diet analogy will be immediately familiar to most people: a healthy information diet, like a healthy food diet, should be varied and mostly wholesome. There are many ways to approach this:

• Read/watch/listen to a news source that has the opposite perspective from your usual source(s). Expand/broaden your news-universe; whether or not you agree with it, know where the other side is coming from. Begin to build a bridge from your emotional comfort areas to increase empathy. You may not change your mind, but understand where others are coming from.
• Debate whose responsibility it is to curb “fake news”/ propaganda/misinformation/disinformation. Social media platforms? The government? Individuals?
• Incorporate international media sources: look at international coverage of world news and U.S. news. If teaching a class or workshop, international examples are less political, as are sports and entertainment/cultural coverage.
• Affirm belief in truth and facts: encourage people to be skeptical, but convince them that verification is possible.

As for specific program ideas:

• Include it in existing summer reading programs.
• Use the “Whole 30” model, or modify it to a day- or week-long challenge. Those who want to participate can meet at the beginning and end to discuss their strategies and results.
• Create a game aspect with competition and prizes. Tracking down original sources can be like a mystery or a treasure hunt.
• Try a version of the Human Library to encourage discussions across political differences. A conversation with a real live person is more likely to change someone’s mind (or create that empathy bridge) than reading an article.
• Checkology from the News Literacy Project can be used in public libraries. It’s designed for students in grades 6-12 but some parts are appropriate for adults as well.

It’s important to maintain the trust that people already have in libraries, and strike a balance between advocacy and alienation. Be aware that the term “fake news” itself is very polarizing. (But “propaganda” is even more so.) Frame information literacy programs as helpful for “brushing up your skills” instead of teaching something entirely new. 

The information diet idea isn’t original to the Libraries in a Post-Truth World conference; a NYT article has been published since the conference on the same topic (“Fatigued by the News? Experts Suggest How to Adjust Your Information Diet,” Christopher Mele, The New York Times, February 1, 2017). This article was somewhat short on actual suggestions, however, beyond (1) seeking out positive news as an antidote to the barrage of negativity, (2) reading a print newspaper instead of Internet sources, and (3) not reading or watching the news before bed. It also links to an article that cites Dan Gillmor, who popularized the “slow news” movement, partly as a reaction to the 24-hour news cycle.

I used to read Dan Gillmor’s blog regularly, and actually did an activity he assigns to the students in his media literacy class at ASU: to track your own media consumption for one day. It was interesting to do, and could easily be adapted into a library program if patrons were interested in sharing their experience.

I’m grateful for the experience of attending this conference, and hope to put some of the ideas to work here in my library.

“Truth will ultimately prevail where there is pains taken to bring it to light” –George Washington