Classroom Resource

Filter Bubble Trouble

Subject Area

Digital Literacy and Computer Science

Grade(s)

9, 10, 11, 12

Overview

When we get news from our social media feeds, it often only tells us part of the story. Our friends -- and the website's algorithms -- tend to feed us perspectives we already agree with. Show students ways to escape the filter bubble and make sure their ideas about the world are being challenged.

Students will be able to:

  • Define "filter bubble" and explain how it occurs.

  • Reflect on the limitations and drawbacks that filter bubbles cause.

  • Identify strategies for escaping their own filter bubbles.

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Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.R3

Assess the validity and identify the purpose of digital content.

Unpacked Content

UP:DLCS18.HS.R3

Knowledge

Students know:
  • not all information found online is valid.
  • some information is shared online to promote an agenda.
  • all information has a purpose.

Skills

Students are able to:
  • assess the validity of digital content.
  • identify the purpose of digital content.

Understanding

Students understand that:
  • not all information available digitally is accurate, valid, and/or unbiased.
  • some users/groups misrepresent information in an effort to skew perceptions.
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.21

Explain how technology facilitates the disruption of traditional institutions and services.

Unpacked Content

UP:DLCS18.HS.21

Vocabulary

  • uber
  • rideshare
  • digital currencies
  • retail
  • college
  • university

Knowledge

Students know:
  • that is important to assess the economic impact of technology on tradition institutions and services.

Skills

Students are able to:
  • identify technology changes in everyday life that have changed how people interact with the world (example: music on CD and radio
  • > streaming music services like Spotify and XM satellite radio).

Understanding

Students understand that:
  • technology changes quickly in an attempt to improve the quality and efficiency of life but may cause some disruptions as transitions to new methods take place.
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.23

Debate the positive and negative effects of computing innovations in personal, ethical, social, economic, and cultural spheres.

Unpacked Content

UP:DLCS18.HS.23

Vocabulary

  • innovation
  • ethics
  • social
  • economic

Knowledge

Students know:
  • how to discuss positive and negative effects of computing innovations in multiple contexts.
  • that changes in computing innovations can have a range of effects in many contexts.
  • how to communicate their beliefs about computing innovations and the effects caused by advances.

Skills

Students are able to:
  • recognize that innovations can have both positive and negative consequences.
  • identify positive and negative effects of innovation.
  • communicate support for or against innovation.

Understanding

Students understand that:
  • advancements can also have drawbacks.
  • we are in a state of change that will require adaptation and education to be a constant.
Link to Resource
https://www.commonsense.org/education/digital-citizenship/lesson/filter-bubble-…

CR Resource Type

Lesson/Unit Plan

Resource Provider

Other

Resource Provider other

Common Sense Media
Accessibility

Accessibility

Text Resources: Content is organized under headings and subheadings
License

License Type

Custom

Custom License Type (URL)

https://www.commonsense.org/about-us/our-mission/site-terms-use

Comments or Notes

Users need to create a free account to access this resource.

Approved Date

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