issue → positions → argumentation
\nD1Open up your mind: awareness + media landscapeD1G1 D1G1O1Describe the variety of information sources available today.D1G1O1H1List different information sources: on paper (magazines, books, etc.) and online (search engines, social media platforms, etc.)\nD1G1O1H2Categorise ☑ information sources into different types (recipients etc.)\nD1G1O2Recognise the importance of using a variety of information sources and carefully selecting them.D1G1O2H1Use information from different sources types and different sources.\nD1G1O2H2Explain the influence of algorithms on search results and on social media feeds.\nD1G1O2H3Explain the role AI, ☑ bots and bot farms, troll farms, click farms, fake accounts, and automated campaigns play in distributing (mis)information.\nD1G1O3Examine the impact of misinformation on society.D1G1O3H1Recognise the possibility to fall for and (un)intentionally share misinformation.\nD1G1O3H2Examine possible consequences for uninformed and misinformed individuals and societies.\nD1G2Use search strategies to find (more) information sources on the socio-scientific issue.D1G2O1Determine the focus (what), scope (how much), and purpose (what for) of the information need.D1G2O1H1Identify the scientific issue you would like to know more about.\nD1G2O1H2Identify the knowledge you have about the SSI.\nD1G2O1H3Break down the socio-scientific issue into key words you can use for your search.\nD1G2O2Select possible information sources.D1G2O2H1☑ Selecting information sources\nD1G2O3Formulate tailored search queries for the selected information sources.D1G2O3H1For ☑ search engine, use specific keywords and quotation marks for exact phrases. Use Boolean operators. Use filters (more recent, country-specific, "",…).\nD1G2O3H2For ☑ social media platforms, use relevant hashtags, include @-mentions and handles, use keywords and search phrases, use filters. Look at engagement metrics.\nD1G2O3H3For AI: prompts (use simple language, create specific instructions, provide context, ask follow-up questions).\nD1G2O3H4For ☑ databases and library catalogues.\nD1G3Exclude the (superficially) least relevant search results or posts in a feed on the socio-scientific issue.D1G3O1Identify advertisements and sponsored content in the search engine results pages / social media feeds / AI results.D1G3O1H1Identify ☑ visual indications of sponsored content.\nD1G3O1H2Analyse ☑ textual cues indicating sponsored content.\nD1G3O1H3Use ☑ technical tools to identify sponsored content.\nD1G3O2Identify what looks like reputable information sources.D1G3O2H1Identify well-known and reputable domains (.edu / D1G3O2H2Look for established institutions (e.g. universities, journals) and well-known media outlets.\nD1G3O3Exclude H5P (Heka)
H5P Click restraint (Sylvia)
D1G3O3H1Scan the titles for keywords that match your search query.\nD1G3O3H2Skim the snippets for key terms related to your query.\nD1G3O3H3Check the publication date.\nD1G4Select the most credible sources.D1G4O1Identify primary sources ~~D1G4O1H1~~~~D1G4O1H2~~~~D1G4O1H3~~ D1G4O2Evaluate the credibility of the author and/or messenger and/or "quoted person".D1G4O2H1☑ Evaluate D1G4O2H2☑ Use verification tools to detect deep fakes.\nD1G4O3Evaluate the credibility of the website, platform or media outlet.D1G4O3H1Evaluate the credibility and reputation of the website, platform or media outlet by cross-checking it in new browser tabs (lateral reading).\nD1G4O3H2Analyse reviews of the website, platform or media outlet.\nD1G4O3H3Verify the authenticity of displayed images and videos by using ☑ verification tools.\nD1G4O4Investigate the intended recipients and/or typical users of the information source.D1G4O4H1☑ Investigate the intended audience\nBioethics: blank\" rel=\"noopener\">https://link.springer.com/book/10.1007/978-3-662-69707-8 blank\" rel=\"noopener\">
D2Be wise / smart & think twice source + argumentation+ manipulationD2G1Relevance → Fit: Heading / Snippet <-→ content / SSI (skimming)D2G4O1Critically ignore irrelevant sources.D2G4O1H1Recognise that your attention is a limited resource – you cannot check every claim or source in depth.\nD2G4O1H2If relevance is unclear: reflect on what source/info is compelling or surprising to you.\nD2G4O1H3Ignore the trivial/irrelevant and let what you found compelling/surprising guide you to what to spend more attention clicking on and checking.\nD2G4O1Critically ignore irreliable sources. → D1:::
\n~~D2G4O2~~~~D2G4O2H1~~D2G4O2H2~~D2G4O2H3~~→ stakeholder's checklist (→ norms & value that shape a viewpoint)
D2G1Arguments (Empty claims or evidence power?) (scanning)D2G1O1Distinguish between unsupported and justified claims (C vs. CER).D2G1O1H1 Identify the claim. → D1 source reliable?\nD2G1O1H2 Identify the ☑ evidence or the lack thereof.\nD2G1O1H3 Identify the ☑ reasoning or the lack thereof.\nD2G1O1H4 Classify the claim as unsupported (C) or justified (CER).\nD2G1O2 Evaluate the relevance of the evidence in relation to the claim.D2G1O2H1 Specify the scope and assertion of the claim.\nD2G1O2H2 (Identify the type of evidence required to support the claim.)\nD2G1O2H3 Assess whether the evidence addresses the same subject matter as the claim (topical fit).\nD2G1O2H4 Assess whether the evidence addresses the same scope (e.g. conditions, time frame, population) as the claim (scope fit).\nD2G1O2H5 Assess whether the evidence supports the specific assertion made in the claim (logical fit).\nD2G1O2H6 Assess whether the evidence is current (temporal fit).\nD2G1O2H7 Classify the evidence as relevant, partially relevant, or irrelevant.\nD2G1O3Verify the reliability of the evidence based on scientific knowledge.D2G1O3H1Identify the source of the evidence (references). → D1 source reliable?\nD2G1O3H2D2G1O3H3Assess the methodological quality of the evidence (sample size, representativeness, data type, limitations).\nD2G1O3H4Examine whether the data are reported without distortion, omission, or misinterpretation.\nD2G1O3H5 Assess whether numerical evidence is contextualised with an appropriate baseline, denominator, or comparison.\nD2G1O3H6 Classify the evidence as reliable, partially reliable, or unreliable.\nD2G1O4Analyse the coherence of the reasoning connecting evidence and claim.D2G1O4H1 Specify the assumptions underlying the reasoning.\nD2G1O4H2 Assess whether the reasoning logically connects the evidence to the claim.\nD2G1O4H3 Examine whether the reasoning avoids ☑ logical fallacies.\nD2G1O4H4 Classify the reasoning as coherent, partially coherent, or incoherent.\nD2G1O5Evaluate the overall strength of the argument.D2G1O4H1 Integrate the relevance, reliability, and coherence assessments.\nD2G1O4H2 Assess the argument's strength base on the quality of their supporting evidence and reasoning.\nD2G1O4H2 Classify the argument as fully justified, partially justified, poorly justified.\nD2G3Analyse the logical consistency of the information.D2G3O2Ensure that the arguments support the viewpoint. → D3 HOW-leveöD2G3O2H1Identify key concepts.\nD2G3O2H2Visualise connections between the key concepts to identify elements that don't fit well (concept maps). → checklist\nD2G2Identify biased information.D2G2O1Identify manipulation strategies (psychological influence, emotional appeal, social pressure, framing).D2G2O1H1Examine how the information is framed.\nD2G2O1H2Examine the use of rhetorical devices.\nFirst Language: 14, 15, 16: another filter label\nForeign Language (17, 18)\nSubject: First Language; Age: 14, 15, 16; Another Label: whatever\nD2G2O1H3Identify sensational and emotional forms of expression (language, imagery, sound) used to influence the audience.\nD2G2O1H4Check whether the messages of textual and audio-/visual or elements match by doing reverse-image searches to see if an image has been altered or taken out of context.\nD2G2O2Identify deceptive tactics (lying, omission, fabrication, misrepresentation).D2G2O2H1D2G2O2H2Evaluate whether the author or ☑ messenger might have a motive, such as financial benefit, political gain, or fame, that could affect the objectivity of the information.\nD2G2O2H3Consider who benefits from the information being believed or spread.\nD2G2O3Consider the context in which the information was created.D2G2O3H1Identify the ☑ purpose behind the information.\nD2G2O3H2Consider the geographical and cultural ☑ context of the information.\nD2G2O3H3Examine the political climate. Consider the political context at the time the information was created.\nH5P Identify intended recipient categories
\nH5P Identify indended recipients 1
\nH5P Identify intended recipient personas
\nD3Make up your mind → SSISlogan: Evaluate… to create an informed opinion.
\nD3G2O1Assess the degree of scientific consensus regarding specific empirical claims related to an SSI.D3G2O1H2Distinguish between central superordinate empirical claims and subordinate ones addressing specific aspects.\nD3G2O1H2Compare findings from multiple scientific sources addressing the same claim.\nD3G1O1H2Determine the degree of expert agreement regarding claims.\nD3G1O1H2Classify claims as strongly established, moderately established, or contested.\nD3G1O2Summarise established scientific knowledge related to an SSI.D3G1O1H1Identify the mechanisms described in authoritative scientific sources experts agree on.\nD3G1O1H1Organise findings in a coherent overview.\nD3G1O2Analyse the scope of scientific uncertainty related to empirical claims related to an SSI.D3G1O1H1Classify types of uncertainty in conflicting studies in order to identify the level of uncertainty (where data exist but experts disagree). → D2\nD3G1O1H1Identify unresolved questions (where data is currently missing).\nD3G1O1H2Explain how uncertainty affects interpretation of evidence.\nD3G2Analyse the multidimensional nature of the SSI ("full picture")~~D3G2O2~~narrow them down to specific aspects to look at in relation to the SSI Categorise the controversy as scientific and/or social. → somewhere else?
D3G2O1Analyse the impacts of the SSI.D3G2O1H1 Categorise impacts ☑\nD3G2O1H1 Distinguish short-term and long-term impacts.\nD3G2O1H1Distinguish local and global impacts.\nD3G2O1H2Distinguish positive and negative impacts.\nD3G2O2Analyse proposed responses to the SSI.D3G2O2H2Identify proposed policy measures. ☑\nD3G2O2H3Identify technological alternatives.\nD3G2O2H2Identify nature-based solutions. ☑\nD3G2O2H3Identify behavioural or societal changes.\nD3G2O2H3Compare solutions in terms of feasibility.\nD3G2O2Analyse the stakeholder structure of the SSI.D3G2O2H2Identify parties benefitting in relation to the SSI.\nD3G2O2H3Identify parties bearing risks or costs.\nD3G2O2H3Identify decision-makers and regulatory actors.\nbroaden discussion beyond the human perspective: treating nature as a legal entity → considering its rights to stay alive
D3G1O1Evaluate the viewpoints on the SSI against the scientific knowledge.D3G1O1H1Collect different viewpoints across stakeholders supported by evidence-based arguments. <- D2\nD3G1O1H2Identify omissions in how the viewpoints represented established knowledge and uncertainty.\nD3G1O1H3Assess whether the viewpoints proportionally represent the degree of scientific certainty and uncertainty.\nD3G1O1H4Classify the viewpoints as strongly aligned, partially aligned, or weakly aligned with the current scientific knowledge base.\nMotives of stakeholders in sharing viewpoints
D3G1O1Trade-off?D3G2O1H1☑ environmental, individual (emotional, ideological, ethical), social, economic, political, scientific\nD3G4Weigh your viewpoint / position in light of the trade-offs across different dimensions of the SSI.D3G4O1Identify your position / viewpoint.D3G4O1H1☑ Personal relation to the SSI\n~~D3G2O1~~~~D3G2O1H1~~~~D3G2O1H2~~\nD3G4O2(Re)assess your viewpoint on a socio-scientific issue.D3G4O2H1Consider all viewpoints…\nD4Speak out and take action → civic competencesD4G1Design a plan for your civic engagement to address the socio-scientific issue.D4G1O1Identify opportunities to engage (potential WHEREs).D4G1O1H1Identify the needs of yourself, your family, your friends, your school, the local community or broader society with regard to the pertinent socio-scientific issue\nD4G1O1H1Identify the impact your needs have on other "stakeholders" (→ checklist: with our categories..)\nD4G1O1H2Identify gaps in existing efforts addressing these needs.\nD4G1O1H3In your group, take our favourite measure and plan how to implement it in your school. Prepare a presentation for your classmates on how you would go about it.\nD4G1O2Determine the impact you would like to have (WHY).D4G1O2H1Determine the recipient(s) or target group(s) of your civic engagement (WHO).\nD4G1O2H2Select the type of civic engagement you would like to take (inform, argue, take action - HOW).\nD4G1O2H3Weigh the effect of potential forms of engagement.\nD4G1O3Select the most appropriate communication channel(s) to disseminate your message on the pertinent socio-scientific issue and/or identify an action or initiative (WHERE).D4G1O3H1☑ Communication channels\nD4G1O4Prepare for potential feedback and reactions.D4G1O4H1Review similar initiatives to understand common feedback and reactions.\nD4G1O4H2Simulate the engagement.\nD4G1O4H3Apply skills of dialogue.\nD4G2Communicate established viewpoints on a socio-scientific issue: Inform.D4G2O1Tailor your message to the target audience and communication channelD4G2O1H1Previous knowledge\nD4G2O1H2Linguistic competence\nD4G2O2Report or visualise objectively the opposing viewpoints on the socio-scientific issue.D4G2O2H1Organise the arguments and supporting evidence.\nD4G2O2H2D4G2O2H3Refer to sources.\nD4G3Communicate your viewpoint on a socio-scientific issue: Argue.D4G3O1Define your [message.]()D4G3O1H1Formulate a clear statement on the socio-scientific issue in a single sentence.\nD4G3O1H2Identify a hook to grab the recipients' attention\nD4G3O1H3Provide background information on the socio-scientific issue.\nD4G3O1H4Explain ☑ how the evidence supports the arguments and ☑ how the arguments support your message.\nD4G3O2Tailor your message to the target audience regarding their previous knowledge, interests and language skills.D4G3O2H1Select arguments that support your message.\nD4G3O2H2Select supporting evidence for each argument\nD4G3O2H3(Re)formulate your arguments using the appropriate register, style, and linguistic structure for the given context.\nD4G3O3Invalidate potential counter-arguments.H5P (Sini)
\nD4G3O3H1Identify likely counter-arguments.\nD4G3O3H2Research evidence and logic behind the counter-arguments.\nD4G3O3H3Evaluate their relevance and validity.\nD4G3O3H4Develop a response and prepare alternate arguments and evidence to support your message.\nD4G3O4Suggest appropriate actions and initiatives based on your message.D4G3O4H1☑ Actions and initiatives to convey a message.\nD4G4Take action to become a responsible democratic citizen.D4G4O1Select an action or initiative.H5P (Aki)
\nD4G4O1H1Identify what you are able to do.\nD4G4O2Make a plan to execute.D4G4O2H1Outline steps and a timeline.\nD4G4O2H2Determine success criteria\n