Media Literacy Classroom Experience

Get (mis)informed: a proposal to manage information

Vedruna-Prats de la Carrera, Palafrugell, Girona, España Show map
This experience aims at providing students with the necessary strategies and tools to manage the avalanche of information they face every day. For this purpose, a new “class” called “Get (mis)informed” was created using material from their TikToks.


Teens are one of the collectives that consume the most digital information. As a result of their age, background and maturity, they can be victims of specific advertising campaigns, ideological currents, deceptions, and many other forms of disinformation, fake or misleading information. This alarming situation led to the systematization of content related to disinformation and digital verification.
Teachers designed this proposal based on the reading “Fake Over” by Nereida Carrillo and materials from the “Learn to Check” platform and the EduCAC team.


Students are empowered with a critical spirit.
Teenagers are usually more vulnerable to disinformation. This project teaches them to become verifiers in their families, spreading tips to manage information.


Manage searches

Do advanced Internet searches following criteria of validity, quality, current time, and reliability, critically selecting and archiving them to recover, reference and reuse searches considering the intellectual property.

Become critical content creators

Students manage and use their own digital lifelong learning environment to build new knowledge and create digital content. They do this by strategizing information management and different digital tools, which will be selected and configured based on their specific tasks and needs.

Build digital citizenship

Students participate, collaborate, and interact through virtual tools and/or platforms to communicate and work collaboratively; responsibly share and manage content, data and information; manage their online presence and visibility and exercise active, civic and reflexive digital citizenship.

Exercise a reflective and responsible digital citizenship

Identify risks and adopt measures when using digital technologies to protect devices, personal information, health and the environment, and be aware of how important and necessary it is to use these technologies in a critical, legal, safe, healthy and sustainable way.

Didactic sequence



Analyze what the group is like, how they get informed, their level of knowledge about fact-checking, etc.


Work with the different concepts of information, misinformation, and fact-checking.


Students create fake news to convince their classmates of the story.


Students work with fact-checking and become verifiers of their environment.

Assessment and conclusions


Students have achieved the learning objectives proposed in our digital experience. They were able to take the time to analyze content in such a fast and globalized world and to wonder where the limits are and how far they can get.
Thanks to this experience, students can take the contents to their immediate environment and contribute to society.

Things to improve

We would make families participate from the beginning, and not in the making. It is evident that families also need to get “trained”.
We understand assessment as a continuous process involving the final result and the whole learning process. Thanks to this approach, we continuously followed up on each student, which helped us intervene well in advance, correcting and improving the formative process and properly assessing skills and competencies. Moreover, a qualitative assessment grid was used for every proposed task, since we gathered learning evidence while considering each student’s levels of experience or achievement.
Used tools: KPSI diagnosis tests, conversations, classroom journals, self-assessment and co-assessment rubrics.

Take this experience to your classroom!

Tips to adapt the experience to your classroom



Be willing to devote time to thinking, analyzing, and commenting on what's happening in the digital environment.


Get trained and informed on (mis)information and digital verification.


You are a teacher, not an expert in communication. Learn from the resources thought and made by others to enrich the learning experiences.

Children as central players

Design learning experiences with children are the protagonists. Make the classroom an agora of debate, thinking, reflection, and action.

Digital culture

Get close to the content that children “devour”. Open a TikTok account and allow yourself to be surprised by their material.


Elisabet Avellí

Secondary teacher for first to fourth year courses at Vedruna-Prats de la Carrera.
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Montse Jiménez Vila

Secondary school teacher and trainer. Director of pedagogy at Vedruna-Prats de la Carrera. PBL coordinator at the school.
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