{"id":683,"date":"2025-08-29T13:34:33","date_gmt":"2025-08-29T13:34:33","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/exploring\/?post_type=chapter&p=683"},"modified":"2025-08-29T13:34:33","modified_gmt":"2025-08-29T13:34:33","slug":"information-sorting","status":"publish","type":"chapter","link":"https:\/\/textbook.mediasmarts.ca\/exploring\/chapter\/information-sorting\/","title":{"raw":"Information Sorting","rendered":"Information Sorting"},"content":{"raw":"The video begins with a wide shot showing a person relaxing on a couch, surrounded by various forms of media. The graphics show the person with headphones on, a buzzing phone beside them, a TV blaring in front, and a newspaper spread out on their lap. The narration states, \u201cSometimes it feels like there\u2019s too much information coming at you\u201d.\r\n\r\nThe scene changes to display \u201cBreaking News\u201d and \u201cWorld News\u201d as text on the screen. Visually, tiny newspapers are shown popping up all over the screen, illustrating the constant influx of news.\r\n\r\nNext, the screen shows tiny videos popping up all over, representing the vast amount of video content available. The narration adds that \u201cYour favourite video site posts thousands of new videos every minute\u201d.\r\n\r\nThe visual continues with cartoon heads featuring exclamation mark word-balloons popping up everywhere, symbolizing the prevalence of opinions online. The narration then states, \u201cAnd everyone has an opinion about everything\u201d.\r\n\r\nThe video then presents a scenario with \u201cBreaking News\u201d displayed alongside the headline \u201cComet might strike earth!\u201d on a news website. A person is shown looking at this headline, and a question mark appears over their head, indicating uncertainty. The narrator asks, \u201cHow do you know what\u2019s real and what isn\u2019t?\u201d.\r\n\r\nThis is immediately followed by two screens shown side-by-side. One displays the \u201cComet might strike earth!\u201d headline from the previous scene, while the other shows \u201cComet no danger\u201d. This juxtaposition highlights conflicting information.\r\n\r\nThe narration then poses the questions: \u201cWhose opinion can you trust?\u201d and \u201cAnd how can you be sure you\u2019re getting the whole story?\u201d.\r\n\r\nThe video shifts to illustrate the topic of a comet with the text \u201cLearn about comets Langford 25\u2019s flyby\u201d. A diagram of a comet with an orbit intersecting the Earth is shown, which then zooms out to a diagram of the solar system. Visual labels appear indicating \u201cIon tail,\u201d \u201cDust tail,\u201d \u201cDirection to sun,\u201d and \u201cComa\u201d on an illustration of a comet.\r\n\r\nThe scene changes again to show a person standing under an umbrella, while videos, newspapers, and other images representing different media are bouncing off the umbrella. The narration suggests two responses to this information overload: \u201cYou could shut it all out and hope the important stuff gets through -\u201c.\r\n\r\nThe video then depicts three people each looking at a screen: one at a phone, one at a tablet, and one at a TV. The view shifts over their shoulders, revealing that the same smiling influencer is visible on all three screens. This illustrates the possibility of information sources being controlled or influenced. The narration continues, \u201c- or let someone else make information choices for you\u201d.\r\n\r\nA new visual appears: a prospector panning for gold. This serves as a metaphor for finding valuable information. The narration offers a solution: \u201cBut with a few quick and easy tricks, you can get accurate news and find good information\u201d.\r\n\r\nThe video introduces the concept of \u201cInformation Sorting\u201d with the text \u201cInformation Sorting\u201d on screen. It also presents \u201cCompanion Reading\u201d and \u201cClose Reading\u201d as the two steps, accompanied by icons: a hand reaching down for companion reading and a magnifying glass for close reading, shown side-by-side. The narration explains, \u201cInformation sorting has two steps: companion reading and close reading. These two strategies can help you find reliable sources and then think critically about them\u201d.\r\n\r\nThe video then zooms in on the companion reading icon. The narration elaborates on companion reading: \u201cThe first step, companion reading, is finding sources that are accurate, relevant and useful\u201d. The graphics show mock search engine and encyclopedia icons or web pages. The narration clarifies, \u201cIt works by using companion texts \u2013 like search engines, encyclopedias, and sources you already know are reliable, relevant, and useful\u201d. The video returns to the prospector, who is now shown taking a book with a green check mark from the sifting pan, while books with red Xes fall out the bottom, visually representing the filtering of reliable sources. The narration concludes the explanation of companion reading by stating that it helps \u201cto sort ones that are reliable enough to be worth your attention from those that aren\u2019t\u201d.\r\n\r\nNext, the video focuses on close reading with the close reading icon displayed. A scene shows a person on a couch relaxing with a book. The narration introduces close reading: \u201cNow that you\u2019ve sorted out just reliable sources, you have time to read them more critically\u201d. An example of critical reading is shown with a close-up of someone dunking a basketball, which then pulls back to reveal they are standing on a ladder, suggesting missing context. The narration prompts viewers to consider, \u201cFor example, what is included and what is left out?\u201d.\r\n\r\nThe video revisits the \u201cBreaking News Comet might strike earth!\u201d headline on a newspaper. The narration asks, \u201cAre they trying to make you feel a certain way?\u201d. The screen then zooms way down into the article, revealing tiny text that says: \u201cBut it probably won\u2019t,\u201d indicating the minimization of a key fact. The narration reinforces this by asking, \u201cWhich facts are emphasized? Which facts are minimized?\u201d.\r\n\r\nFinally, the icons for companion reading and close reading fade in one at a time, with the text \u201cCompanion Reading\u201d appearing first, followed by \u201cClose Reading\u201d. The narration concludes by stating, \u201cCompanion reading then close reading are important steps in sorting online information\u201d. The video returns to the person on the couch, who closes the book and smiles with satisfaction. The final narration summarizes the benefit of information sorting: \u201cGet just the information you need \u2013 and have the time to think critically about it\u201d.","rendered":"

The video begins with a wide shot showing a person relaxing on a couch, surrounded by various forms of media. The graphics show the person with headphones on, a buzzing phone beside them, a TV blaring in front, and a newspaper spread out on their lap. The narration states, \u201cSometimes it feels like there\u2019s too much information coming at you\u201d.<\/p>\n

The scene changes to display \u201cBreaking News\u201d and \u201cWorld News\u201d as text on the screen. Visually, tiny newspapers are shown popping up all over the screen, illustrating the constant influx of news.<\/p>\n

Next, the screen shows tiny videos popping up all over, representing the vast amount of video content available. The narration adds that \u201cYour favourite video site posts thousands of new videos every minute\u201d.<\/p>\n

The visual continues with cartoon heads featuring exclamation mark word-balloons popping up everywhere, symbolizing the prevalence of opinions online. The narration then states, \u201cAnd everyone has an opinion about everything\u201d.<\/p>\n

The video then presents a scenario with \u201cBreaking News\u201d displayed alongside the headline \u201cComet might strike earth!\u201d on a news website. A person is shown looking at this headline, and a question mark appears over their head, indicating uncertainty. The narrator asks, \u201cHow do you know what\u2019s real and what isn\u2019t?\u201d.<\/p>\n

This is immediately followed by two screens shown side-by-side. One displays the \u201cComet might strike earth!\u201d headline from the previous scene, while the other shows \u201cComet no danger\u201d. This juxtaposition highlights conflicting information.<\/p>\n

The narration then poses the questions: \u201cWhose opinion can you trust?\u201d and \u201cAnd how can you be sure you\u2019re getting the whole story?\u201d.<\/p>\n

The video shifts to illustrate the topic of a comet with the text \u201cLearn about comets Langford 25\u2019s flyby\u201d. A diagram of a comet with an orbit intersecting the Earth is shown, which then zooms out to a diagram of the solar system. Visual labels appear indicating \u201cIon tail,\u201d \u201cDust tail,\u201d \u201cDirection to sun,\u201d and \u201cComa\u201d on an illustration of a comet.<\/p>\n

The scene changes again to show a person standing under an umbrella, while videos, newspapers, and other images representing different media are bouncing off the umbrella. The narration suggests two responses to this information overload: \u201cYou could shut it all out and hope the important stuff gets through -\u201c.<\/p>\n

The video then depicts three people each looking at a screen: one at a phone, one at a tablet, and one at a TV. The view shifts over their shoulders, revealing that the same smiling influencer is visible on all three screens. This illustrates the possibility of information sources being controlled or influenced. The narration continues, \u201c- or let someone else make information choices for you\u201d.<\/p>\n

A new visual appears: a prospector panning for gold. This serves as a metaphor for finding valuable information. The narration offers a solution: \u201cBut with a few quick and easy tricks, you can get accurate news and find good information\u201d.<\/p>\n

The video introduces the concept of \u201cInformation Sorting\u201d with the text \u201cInformation Sorting\u201d on screen. It also presents \u201cCompanion Reading\u201d and \u201cClose Reading\u201d as the two steps, accompanied by icons: a hand reaching down for companion reading and a magnifying glass for close reading, shown side-by-side. The narration explains, \u201cInformation sorting has two steps: companion reading and close reading. These two strategies can help you find reliable sources and then think critically about them\u201d.<\/p>\n

The video then zooms in on the companion reading icon. The narration elaborates on companion reading: \u201cThe first step, companion reading, is finding sources that are accurate, relevant and useful\u201d. The graphics show mock search engine and encyclopedia icons or web pages. The narration clarifies, \u201cIt works by using companion texts \u2013 like search engines, encyclopedias, and sources you already know are reliable, relevant, and useful\u201d. The video returns to the prospector, who is now shown taking a book with a green check mark from the sifting pan, while books with red Xes fall out the bottom, visually representing the filtering of reliable sources. The narration concludes the explanation of companion reading by stating that it helps \u201cto sort ones that are reliable enough to be worth your attention from those that aren\u2019t\u201d.<\/p>\n

Next, the video focuses on close reading with the close reading icon displayed. A scene shows a person on a couch relaxing with a book. The narration introduces close reading: \u201cNow that you\u2019ve sorted out just reliable sources, you have time to read them more critically\u201d. An example of critical reading is shown with a close-up of someone dunking a basketball, which then pulls back to reveal they are standing on a ladder, suggesting missing context. The narration prompts viewers to consider, \u201cFor example, what is included and what is left out?\u201d.<\/p>\n

The video revisits the \u201cBreaking News Comet might strike earth!\u201d headline on a newspaper. The narration asks, \u201cAre they trying to make you feel a certain way?\u201d. The screen then zooms way down into the article, revealing tiny text that says: \u201cBut it probably won\u2019t,\u201d indicating the minimization of a key fact. The narration reinforces this by asking, \u201cWhich facts are emphasized? Which facts are minimized?\u201d.<\/p>\n

Finally, the icons for companion reading and close reading fade in one at a time, with the text \u201cCompanion Reading\u201d appearing first, followed by \u201cClose Reading\u201d. The narration concludes by stating, \u201cCompanion reading then close reading are important steps in sorting online information\u201d. The video returns to the person on the couch, who closes the book and smiles with satisfaction. The final narration summarizes the benefit of information sorting: \u201cGet just the information you need \u2013 and have the time to think critically about it\u201d.<\/p>\n","protected":false},"author":2,"menu_order":20,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-683","chapter","type-chapter","status-publish","hentry"],"part":605,"_links":{"self":[{"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/pressbooks\/v2\/chapters\/683","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":1,"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/pressbooks\/v2\/chapters\/683\/revisions"}],"predecessor-version":[{"id":684,"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/pressbooks\/v2\/chapters\/683\/revisions\/684"}],"part":[{"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/pressbooks\/v2\/parts\/605"}],"metadata":[{"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/pressbooks\/v2\/chapters\/683\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/wp\/v2\/media?parent=683"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/pressbooks\/v2\/chapter-type?post=683"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/wp\/v2\/contributor?post=683"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/wp\/v2\/license?post=683"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}