Global Conflicts Pt. 2: Teaching Media Literacy

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(This post was prepared by Bobby Schweizer and Sergio Goldenberg)

As described before, the Global Conflicts games are representations of journalistic practice set during current world events. These games do not merely teach the trade of the journalist, however. Global Conflicts is a series intended by its designers for use in the classroom. Accompanying literature details the history of the conflicts in each country, outlines the goals of the game and how it should be played in a classroom, explains how the game can fit into a school's curriculum, and includes a workbook designed for post-play reflection. This material complicates our understanding of the game's intention. Rarely is primary education curriculum intended to teach only the subject at hand. Instead, a specific context is used to teach other skills. In the case of Global Conflicts, actively producing the artifacts of journalism is essential to understanding that news is not natural and that media output can be deconstructed.
From the outset, Global Conflicts: Palestine is concerned with target audience and bias. After picking a reporter (whose primary differences seem to be their sex), the player must choose whether they will write for an Israeli or a Palestinian newspaper. This initial decision guides the course of the player's choices in the game. Writing a good story is not about discovering an ultimate truth, but rather understanding contextually relevant information. The dialogue trees reveal a spectrum of pro-Israeli or pro-Palestinian options, but the player learns how journalists can alter their attitudes and interactions to get information from their sources. A pro-Palestinian reporter can act as a sympathizer of Israel so that an Israeli official might let their guard down and let information slip. Through these processes it is revealed that journalists can manipulate to get desired results. This is not necessarily a critique of the practice, but rather is intended to raise awareness about the construction of news.

In the second iteration of the game, Global Conflicts: Latin America, the creators of the game added more elements to the information gathering process. Instead of the game classifying what the players get from the interviewees as quotes that can be used their story, the system separates the raw information into arguments or statements. Although both are some kind or assertion about something by someone, they can be used for different goals during the game. During the Final Interview, the reporter will have the chance deploy counter-arguments against interviewee with the arguments collected before. Depending on the quality of the reporting, the user will have enough arguments for this last task. 

The distinction made here by the creators of the game is vital to understand the role of a journalist in the society: they have to re-create reality based on small pieces given by sources, facts, and other raw elements that they collect. When a journalist uses the arguments to influence a dialogue with an interviewee, the plain facts serve as a catalyst to find more pieces of the puzzle and to confirm or invalidate previously collected information, revealing the way information aggregation can be manipulated by those in the media. On the other hand, one of the failings of the Palestine version is that merely using quotes as plain and unquestionable elements of truth is less useful for understanding the complexity behind the news creation process.

Another element added in the Latin America version is a time-limit, which is another important constraint in the news creation process. It's quite difficult to try to synthesize reality and write a story in a limited range of time than when you have days to report about some issue. This element adds somehow hidden the concept of news cycle where a story have to be submitted by a journalist by a certain deadline in order to appear on the next day's newspaper.Unlike other professionals, such as historians that may use months or years to try to reconstruct reality, journalists create stories on a daily (or even more frequent) basis. Understanding this limitation is an important part of media literacy because it has a significant impact on the news creation process.

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I think this is a great way to explore real-life scenarios while staying out of harms way. Journalism in Iraq fir instance would be a tough proving ground for a "green" journalist. Games such as these will help them get there feet wet with out being shot at!!