Even young students can learn how to understanding and combat misinformation, and it’s a key information literacy skill in 2025.

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To go deeper in this topic, I talked with Melanie Trecek-King of Thinking is Power, because I love how her approach to the topic of misinformation is characterized by compassion and empathy.

In our conversation for my Truth for Teachers podcast, Melanie emphasized that everyone is susceptible to misinformation, and falling for it doesn’t indicate a lack of intelligence.

This perspective humanizes those who believe in conspiracy theories or disinformation, so we can view them as people who–like ourselves–have unknowingly accepted false information.

Melanie and I discuss 3 primary reasons we fall for misinformation:

1. Confirmation Bias: Our tendency to interpret information in ways that confirm our existing beliefs. Once we believe something, we see evidence for it everywhere, reinforcing that belief. Skepticism is crucial for protecting oneself from misinformation, but it’s most challenging when information confirms our biases.
2. Appeals to Emotion: Anger, outrage, and fear, can trigger the part of our brain that hinders critical thinking. Many forms of misinformation specifically appeal to our emotions to convince us without evidence. When we feel emotionally triggered, it’s a good time to slow down and practice emotional skepticism.
3. The Reiteration Effect: Also known as the illusory truth effect, the reiteration effect means that the more we hear something repeated, the more likely we are to think it’s true, even if it isn’t. Our brain equates ease of processing with truth, so repeated exposure to false information can lead us to believe it.

We also discuss the problem with “doing your own research,” and why Melanie sees this as a the post-trust era, not the post-truth era, and how we can respond.

The remainder of our conversation is centered on how to teach information literacy to students.

Melanie provides actionable tips and ready-to-use resources to help you:

• Demonstrate to students that they can be fooled (e.g., through personality reading exercises)
• Discuss how beliefs are formed using non-triggering examples (e.g., historical witch trials)
• Include misinformation in lessons to help students recognize its characteristics
• Use tools like the FLOATER toolkit to help students evaluate claims systematically
• Have students create misinformation to understand its techniques better.

While these concepts are typically taught at the college level, they can be introduced as early as middle school. Even elementary students can begin to understand concepts like author’s purpose and recognizing persuasive techniques.

​Check out Melanie’s site for lots of free resources to teach about misinformation using humor and non-triggering approaches to help students recognize it in the real world:

• ​Foundations of critical thinking lessons​
• ​Lessons organized by topic​
• ​Wake Up, Sheeple: Create Your Own Conspiracy Theory​
• ​FLOATER Toolkit: Inoculate Against Misinformation.

Enjoy!

Angela

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