ASPECTS OF MISINFORMATION IN THE PRIMARY CLASSROOM

• ETHICAL ASPECTS OF MISINFORMATION IN PRIMARY EDUCATION

Discussing ethical issues with students can provide a fuller picture not only of how they work, but also how disinformation can be harmful, what kinds of harm it can cause to individuals and society, and their own responsibility in the digital sphere, especially not to share disinformation and to warn others about it:

• Examine recent EU policy initiatives to restrict the spread of disinformation. 
• Ask students to look at advertisements and ask: what do advertisers want to achieve and why? Does this differ from disinformation? How?
• Ask students where they draw the line when it comes to freedom of expression: should all freedom of expression be allowed, even if the information is verifiably false and causes harm?
• Design a campaign with students to warn other members of the school community about the most frequent expressions of misinformation at the time.

• ASSESSMENT OF RESEARCH SKILLS OF PRIMARY SCHOOL STUDENTS
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The assessment of research skills in primary school students is an important process for developing skills such as critical thinking, creativity, and autonomy in learning. 

• Assess students' knowledge, attitudes, and abilities both before and after class. 
• Combine multiple measuring instruments, especially those that have been proven to be reliable. 
• Use assessment instruments that measure knowledge, attitudes and skills.
• Stay up to date on new and better assessment tools that provide a better picture of student proficiency and progress, especially as the digital literacy landscape is rapidly evolving. 
• Give feedback to students on areas with room for improvement, based on the assessment of their competencies. 
• Use more open-ended questions and assignments, encouraging students to search online, before and after classes. 
•  Assess above all the extent to which students are critical of dogmatic and refutation-resistant information (as opposed to an open mind)