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On the show
From 10 epsHost
Recent guests
Recent episodes
Crowdsourcing Wikipedia (Elizabeth)
Apr 30, 2026
21m 58s
K-Pop Twitter Fandoms and Online Communities (Alina and Ricardo)
Apr 22, 2026
20m 34s
Social Media & Learning (Catherine and Nicole)
Apr 15, 2026
21m 57s
Navigating Misinformation and Disinformation (Ayanna and Brady)
Apr 8, 2026
29m 11s
Anti-Social Media (Crystal and Michelle)
Dec 1, 2025
34m 47s
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| Date | Episode | Topics | Guests | Brands | Places | Keywords | Sponsor | Length | |
|---|---|---|---|---|---|---|---|---|---|
| 4/30/26 | ![]() Crowdsourcing Wikipedia (Elizabeth) | Elizabeth explains Wikipedia’s “Women in Red” edit-a-thons, where editors work to turn red links (missing pages) into blue links, focusing on gaps in women’s, especially Black women’s, representation and the notability bias that can lead to women’s pages being challenged or rejected. She highlights the effort required to build articles and contrasts Wikipedia’s open, long-form editing and evolving norms with faster crowdsourced fact-checking, where groups average quick judgments. The episode reviews arguments for Wikipedia’s growing credibility through conflict, editor attrition, and institutional change, and discusses why academics still undervalue Wikipedia due to vandalism concerns and student plagiarism. She then covers a study suggesting crowds can rate flagged news as effectively as professional fact-checkers, while noting risks like bias and manipulation, and connects crowdsourcing to citizen science examples such as monarch butterfly tracking and iNaturalist urban biodiversity logging.ReferencesMonarch Watch. (2026). Monarch Watch tagging program. https://monarchwatch.org/tagging/NPR. (2026, April 23). In cities, wild things are hiding everywhere if you put on your “nature eyes”. https://www.npr.org/2026/04/23/nx-s1-5787828/in-cities-wild-things-are-hiding-everywhere-if-you-put-on-your-nature-eyes | 21m 58s | ||||||
| 4/22/26 | ![]() K-Pop Twitter Fandoms and Online Communities (Alina and Ricardo)✨ | K-popTwitter+7 | — | TwitterBMC Medical Education+1 | — | doxxingstalking+3 | — | 20m 34s | |
| 4/15/26 | ![]() Social Media & Learning (Catherine and Nicole)✨ | social medialearning+3 | — | TikTokYouTube+8 | — | TikTokYouTube+3 | — | 21m 57s | |
| 4/8/26 | ![]() Navigating Misinformation and Disinformation (Ayanna and Brady)✨ | disinformationmisinformation+3 | AyannaBrady | the Trump administration’sDavison, P.+3 | Iran | Trump administrationIran nuclear threat+3 | — | 29m 11s | |
| 12/1/25 | ![]() Anti-Social Media (Crystal and Michelle)✨ | social mediachildren+3 | Michelle | YouTubePew Research Center | — | digital literacy21st century skills+2 | — | 34m 47s | |
| 11/12/25 | ![]() Our Virtual Connections (Crystal and Raania)✨ | virtual communitiesmental health+4 | — | Our Virtual ConnectionsK-Pop+1 | — | connectionssupport+3 | — | 16m 40s | |
| 11/5/25 | ![]() The Impact of Social Media (Alexa and MacKenzie)✨ | social media platformsmental health+1 | AlexaMacKenzie | The Social DilemmaPower User podcast+5 | — | social mediamental health+3 | — | 29m 13s | |
| 10/29/25 | ![]() Decoding the Digital Mess (Kayla and Kelly)✨ | disinformationmedia literacy+2 | — | Journal of Media Literacy EducationEducational Media International+4 | — | BulgerDavison+3 | — | 24m 12s | |
| 10/22/25 | ![]() The Misinformation Podcast (Aleah and Dana)✨ | misinformationeducation+3 | — | Bad News - Play the fake news gameThe Misinformation Podcast+6 | Minnesota | theoriesselective perspective+3 | — | 15m 04s | |
| 10/8/25 | ![]() Teaching and Learning with AI (Jillian and Megan)✨ | AI LiteracyCreativity+2 | — | Teaching with AI: A practical guide to a new era of human learningNew York Times+7 | — | technologyhuman creativity+1 | — | 16m 07s | |
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| 9/24/25 | ![]() Remix: More than Just a Beat (Eliana and Jess)✨ | remix culturecreativity+5 | — | EVE OnlineTikTok+28 | — | remixingShakespeare+2 | — | 15m 03s | |
| 9/17/25 | ![]() The Role of Cognitive Load in Digital Learning (Margaret and Taye) | In this episode, hosts Taye and Margaret delve into the realm of multimedia learning. They discuss the daily interaction with digital content, from blog posts to Zoom meetings, and emphasize the practical application of multimedia principles. The conversation highlights the cognitive load theory and personalization principle, referencing Richard Myers' 1997 research. The hosts discuss the evolution of digital content, the growing importance of visuals in education, and the shift away from traditional text-based media. They also touch on the implications of visual stimuli in learning, accessibility, and the persistence of foundational multimedia principles in modern teaching.References missing | 18m 54s | ||||||
| 9/10/25 | ![]() Multimodal-ala-Mode: Teaching Multimodality (Michael and Aaron) | In this premiere episode of The Class Act Podcast, hosts Mike Lombardo and Aaron Hung dive into multimodal literacy and what it means for today’s classrooms. They explore multimodality in education, drawing on ideas from Kress, Gardner, and include an in depth discussion on visual literacy and digital media. The discussion highlights how images, video, sound, and design have become central to communication and learning, challenging schools to expand their traditional definition of literacy. Through examples like Instagram and web design, this episode discusses how and why teachers should help students engage with visuals, and explores methods for teaching multimodality.ReferencesAssociation of College & Research Libraries. (2011). Visual literacy competency standards for higher education. American Library Association. https://www.ala.org/acrl/standards/visualliteracyGardner, H. (1991). The unschooled mind: How children think and how schools should teach. Basic Books.Kress, G. (2003). Literacy in the new media age. Routledge.Kress, G., & van Leeuwen, T. (2006). Reading images: The grammar of visual design (2nd ed.). Routledge.Lemke, J. L. (1998). Multiplying meaning: Visual and verbal semiotics in scientific text. In J. R. Martin & R. Veel (Eds.), Reading science: Critical and functional perspectives on discourses of science (pp. 87–113). Routledge.Leaver, T., Highfield, T., & Abidin, C. (2020). Instagram: Visual social media cultures. Polity Press.Murphy, C., Dudley, E., & Pachy, N. (Hosts). (2023, March 15). Multimodal literacy (No. 12) [Audio podcast episode]. In C. Jones (Producer), Talking ELT. Oxford University Press. https://www.youtube.com/watch?v=9fvnbR6lqKc | 20m 27s | ||||||
| 4/17/25 | ![]() Exploring TikTok as a Virtual Community (Alyssa, Giovanna, and Kahmari) | In this episode, Alyssa, Kahmari, and Giovanna explore the intricacies of virtual communities on TikTok. They discuss various scholarly articles and personal insights into how virtual communities function as communities of practice, the impact of algorithms, and the role of influencers. Key points include the positives and negatives of TikTok's algorithm, the spread of misinformation, and the sense of community built around shared interests and influencers. They conclude that TikTok, despite its challenges, remains a significant platform for community building and learning.Click here to view the episode transcript. ReferencesIto, M., Martin, C., Salen Tekinbaş, K., Odgers, C., Soep, E., Reich, J., Livingstone, S., & Ito, M. (2020). Connected learning: How the academic and social lives of teens intersect. The MIT Press.Malik, Z., & Haidar, S. (2023). Online community development through social interaction—K-pop Stan Twitter as a community of practice. Interactive Learning Environments, 31(2), 733–751. https://www.tandfonline.com/doi/full/10.1080/10494820.2020.1805773Patel, N. (Host). (2023, October 24). Harvard professor Lawrence Lessig on why AI and social media are causing a free speech crisis for the internet [Audio podcast episode]. In Decoder. The Verge. https://www.theverge.com/23929233/lawrence-lessig-free-speech-first-amendment-ai-content-moderation-decoder-interview | 26m 58s | ||||||
| 4/9/25 | ![]() The Social Spiral (Isabella, Kayla, and Mohammad) | Social media is a huge part of our everyday lives. From creating connections, building up careers, and just pure entertainment. However, as social media has its pros there are also its cons which go much deeper than its typical technological capabilities. Isabella, Kayla, and Mohammad go in depth on the major effects social media has on one’s mental health ranging from children, teens and adults.Click here to view the episode transcript. ReferencesEyal, N. (2019). Indistractable: How to control your attention and choose your life. BenBella Books.Lorenz, T. (Host). (n.d.). Is social media destroying kids’ mental health? [Audio podcast episode]. In Taylor Lorenz Podcast.Orlowski, J. (Director). (2020). The social dilemma [Film]. Netflix.Parrish, S. (Host). (n.d.). Nir Eyal: Mastering your attention in a world of distraction [Audio podcast episode]. In The Knowledge Project Podcast. Farnam Street.Pew Research Center. (2024, December 12). Teens, social media and technology: 2024. https://www.pewresearch.org/internet/2024/12/12/teens-social-media-and-technology-2024/World Health Organization. (2022). Mental health of adolescents. https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health | 14m 34s | ||||||
| 3/26/25 | ![]() Discerning Truth in the AI Era (Michelle and Ryan) | In this episode, Ryan and Michelle dive into the critical topic of disinformation, explaining its distinction from misinformation. They explore the historical context of disinformation, its modern amplification through technology like generative AI and DeepFakes, and the real-world impacts these technologies have already had. The discussion highlights the complexities of identifying and combating disinformation, the role of media literacy, and the importance of structural changes and educational reform. The episode underscores the necessity for vigilance, critical thinking, and informed consumption of information in the digital age.Click here to view the episode transcript. ReferencesAlba, D. (2023, May 22). Fake image of Pentagon explosion goes viral, briefly spooks markets. The New York Times. https://www.nytimes.com/2023/05/22/technology/pentagon-explosion-ai-image.htmlBulger, M., & Davison, P. (2018). The promises, challenges, and futures of media literacy. Journal of Media Literacy Education, 10(1), 1-21. https://digitalcommons.uri.edu/jmle/vol10/iss1/1/Graham, T. (2023). The incredible creativity of deepfakes — and the worrying future of AI [Video]. TED Conferences. https://www.ted.com/talks/tom_graham_the_incredible_creativity_of_deepfakes_and_the_worrying_future_of_aiJohnson, E., & Darnovsky, M. (2020). The disinformation dilemma [Audio podcast episode]. In Brave New Planet (Episode 2). Pushkin Industries. https://bravenewplanet.fm/episodes/the-disinformation-dilemmaMarcelo, P. (2023, May 23). AI-generated image of Pentagon explosion triggers brief stock market dip. Associated Press. https://apnews.com/article/pentagon-explosion-misinformation-stock-market-aiSeitz-Wald, A., & Memoli, M. (2024, January 22). Fake Joe Biden robocall tells New Hampshire Democrats not to vote Tuesday. NBC News. https://www.nbcnews.com/politics/2024-election/fake-joe-biden-robocall-tells-new-hampshire-democrats-not-voteSpies, S. (2020). Producers of disinformation. MediaWell. https://mediawell.ssrc.org/research-reviews/producers-of-disinformation/ | 20m 43s | ||||||
| 3/12/25 | ![]() Misinformation: Are You Sure That's What They Meant? (Cassidy, Evelyn, and Isaak) | Hop into the echo chamber of misinformation-information with Cassidy, Evelyn, and Isaak to learn about some common examples of bias controlling our interpretations of events. Whether in media, the news, or just everyday occurrences, your personal world view can shape how you understand something that seemingly has a definite meaning. In this episode, Cassidy, Evelyn, and Isaak discuss echo chambers created when discussing television and social media events, talking about how separate groups of people watch in a way that confirm their own beliefs. The conversation later brings in the fact that they consume political events very similarly to the aforementioned entertainment examples, leading to more damaging examples of misinformation. Be sure to tune in to see if your bias changes how you interpret their conversation!Click here to view the episode transcript. References Harford, T. (2021). Remember that misinformation can be beautiful, too. In The Data Detective : Ten Easy Rules to Make Sense of Statistics (pp. 187–205). Penguin Publishing Group.Spies, S. (2019, October 22). Contexts of Misinformation. Mediawell. https://mediawell.ssrc.org/research-reviews/contexts-of-misinformation/Spies, S. (2020, July 30). How Misinformation Spreads. Mediawell. https://mediawell.ssrc.org/research-reviews/how-misinformation-spreads/Mitchell et al (2018, June 18). Can Americans Tell Factual From Opinion Statements in the News? Pew Research Center’s Journalism Project. https://www.pewresearch.org/journalism/2018/06/18/distinguishing-between-factual-and-opinion-statements-in-the-news/ (external source) | 25m 16s | ||||||
| 2/26/25 | ![]() Exploring the World of Content Reuse (Bevin, Givana, and Luke) | In this episode, Bevin, Givana, and Luke discuss the concept of remixes in pop culture and media, inspired by Kirby Ferguson's YouTube video 'Everything is a Remix.' They explore how social media platforms like TikTok, Instagram, and YouTube borrow features from each other, and how this concept extends to music, art, and television. They also delve into the implications of remixing for originality and creativity, touching on the legal and ethical aspects. The conversation includes discussions on AI's role in creative processes and the potential future of remix culture.Click here to view the episode transcript. | 14m 12s | ||||||
| 11/7/24 | ![]() Virtual Communities: I See Your Value Now (Emily and Ryan) | Ryan and Emily introduce the world of virtual communities that span the vast range of social media and networking platforms that so many of us frequent every day. They talk about what exactly is a virtual community, what are they all about, what helps them function, and how they have impacts that go beyond the screen. Emily and Ryan also share some personal experiences they have with virtual communities they have been a part of and what role those communities played in their lives.Click here to view the episode transcript. ResourcesIto, M., Arum, R., Conley, D., Guttiérez, K., Kirshner, B., Livingstone, S., Michalchik, V., Penuel, W., Peppler, K., Pinkard, N., Rhodes, J., Tekinbaş, K., Schor, J., Sefton-Green, J., Watkins, S., & Blum, A. (2020). The Connected Learning Research Network: Reflections on a decade of engaged scholarship (pp. 53–62). Connected Learning Alliance.Jiang, J. (2018, November 28). Many teens say they’re constantly online – but they’re no less likely to socialize with their friends offline. Pew Research Center. https://www.pewresearch.org/short-reads/2018/11/28/teens-who-are-constantly-online-are-just-as-likely-to-socialize-with-their-friends-offline/Malik, Z., & Haidar, S. (2020). Online community development through social interaction — K-Pop stan twitter as a community of practice. Interactive Learning Environments, 31(2), 733–751. https://doi.org/10.1080/10494820.2020.1805773Lorenz, T. (2024, April 12). Is social media destroying kids mental health? [Video]. YouTube. https://www.youtube.com/watch?v=TS1wax3KjnAÜnlüsoy, A., Leander, K. M., & de Haan, M. (2021). Rethinking sociocultural notions of learning in the digital era: Understanding the affordances of networked platforms. E-Learning and Digital Media, 19(1), 78–92. https://doi.org/10.1177/20427530211032302 | 25m 49s | ||||||
| 10/30/24 | ![]() Feed Evolution: The Journey from Social Media to AI-Powered Platforms (Alyssa, Jasmine, and Nicole) | In this podcast episode on digital literacy, hosts Nicole, Jasmine, and Alyssa discuss about how social media has changed over the years, from Myspace to today’s AI-powered platforms. They explain how social media moved from a place to connect with friends to a main source of news, where algorithms push popular content even if it’s misleading. The hosts share personal stories to show how easily people of all ages can believe false information, especially with AI creating custom feeds that reinforce what users already think. They also discuss how these platforms create “echo chambers,” where users see more of the same ideas. In the end, they stress the need for being smart online and understanding the impact of these tools.Click here to view the episode transcript. ReferencesCeylan, G., Allen, S. (2023, March 31). How social media rewards misinformation. Yale Insights. McNeil, T. (2024, February 23). How misinformation and disinformation spread, the role of AI, and how we can guard against them. TuftsNow. Pew Research Center. (2024, September 17). Social media and news fact sheet. Pfeifer, J. (2024, October 2). Research finds simple corrections can slow spread of misinformation online. Davidson College. Simon, F., Altay, S., Mercier, H. (2023, October 18). Misinformation reloaded? Fears about the impact of generative AI on misinformation are overblown. Harvard Kennedy School (HKS) Misinformation Review. | 19m 34s | ||||||
| 10/20/24 | ![]() Disinformation and Dysfunction: What Makes It a Lie (Highlights) | This is a recap of the last episode, Disinformation and Dysfunction: What Makes It a Lie, hosted by Liberty and Lina.Click here to view the episode transcript. | 1m 14s | ||||||
| 10/16/24 | ![]() Disinformation and Dysfunction: What Makes It a Lie (Liberty and Lina) | In this episode, Liberty and Lina as they explore the intricate world of disinformation, highlighting its impact during the 2020 US election and the role of social media in spreading falsehoods. They discuss the importance of media literacy, cybersecurity education in schools, and the collective responsibility of parents, students, and companies. The conversation also tackles the polarizing effects of echo chambers and the decline of neutrality in news reporting, offering insights into the broader implications and evolving landscape of media consumption.Click here to view the episode transcript. ReferencesBulger, M., & Davison, P. (2018). The promises, challenges, and futures of media literacy. Journal of Media Literacy Education, 10(1), 1-21.Mackenzie, A. & Bhatt, I. (2018). Lies, bullshit, and fake news: Some epistemological concerns. Postdigit Sci Educ, 2, 2-13. https://doi.org/10.1007/s42438-018-0025-4.Spies, S. (2020, January 22). Producers of Disinformation. MediaWell Research Review. https://mediawell.ssrc.org/research-reviews/producers-of-disinformation/ | 14m 57s | ||||||
| 10/13/24 | ![]() Media, Monsters, and Misinformation (Highlights) | This is a recap of the last episode, Media, Monsters, and Misinformation, hosted by Cassondra and Dani.Click here to view the episode transcript. | 1m 51s | ||||||
| 10/9/24 | ![]() Media, Monsters, and Misinformation (Cassondra and Dani) | In this podcast episode on digital literacy, hosts Dani and Cassondra discuss the concepts of misinformation and disinformation. They explain the difference between the two, emphasizing that misinformation is false information shared unintentionally, while disinformation is deliberately false. The discussion includes how the human brain processes information via selective perception and confirmation bias, citing Manjoo's work. They also touch on how age and social media usage influence the spread and debunking of misinformation. Examples like the depiction of Frankenstein in media illustrate how information can be altered and misconstrued over time.Click here to view the episode transcript. ReferencesAmerican Psychological Association. (n.d.). Misinformation and disinformation. American Psychological Association. https://www.apa.org/topics/journalism-facts/misinformation-disinformation Manjoo, F. (2008). True enough: Learning to live in a post-fact society. Hoboken, NJ: Wiley. Shelley, M. (2012). Frankenstein. London, UK: Penguin Classics. | 15m 00s | ||||||
| 9/29/24 | ![]() The Power of Remix: Transforming Education and Media (Highlights) | This is a recap of the last episode, The Power of Remix: Transforming Education and Media, hosted by Adriana, Divya, and Kat.Click here to view the episode transcript. | 2m 23s | ||||||
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