censorship-course

Internet Censorship Course

View the Project on GitHub noise-lab/censorship-course

Disinformation

Format. Break into groups of 4–5. Each group picks one of the two breakouts below (or takes both if time allows). Spend ~5 minutes skimming the prep reads, then ~10 minutes debating. A designated reporter brings the group’s position — and any dissents — back to the full class for a ~3-minute report-back.

Section 3.3.7 is careful to distinguish misinformation (false, not necessarily malicious) from disinformation (deliberately deceptive) — but flags that intent is nearly impossible to determine from content alone. The book also argues that LLMs and deepfakes change the economics of disinformation, not its structure. Both breakouts push on what platforms and regulators can actually do about that.


Breakout A: Community Notes as Fact-Checking Replacement

Motion. “Meta’s January 2025 decision to end its US third-party fact-checking program and replace it with X-style community notes was a legitimate governance choice, not a capitulation.”

Prep reads (5–10 min).

Discussion prompts.

Bring back. Your group’s verdict — “legitimate replacement,” “fig leaf,” or “depends on X” — and the single metric you’d use to judge which.


Breakout B: Liability for Algorithmic Amplification

Motion. “Platforms should face legal liability when their recommendation algorithms amplify demonstrably false content about elections or public health, even if they did not create the content themselves.”

Prep reads (5–10 min).

Discussion prompts.

Bring back. The narrowest liability rule your group could support, and the strongest First Amendment / free-expression objection to it.


Instructor notes

These breakouts map to Section 3.3.7’s takeaways that (1) intent is rarely observable, so moderation must focus on harm and scale, and (2) short-lived falsehoods still corrode trust. Breakout A is the more current — Meta’s January 2025 pivot is fresh and students often have strong priors on both sides. Breakout B is where the technical and legal literacy pay off; students who read the DSA sections of Chapter 3 will engage more deeply. If time is very short, run A only; it produces sharper disagreement.