censorship-course

Internet Censorship Course

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

Flooding and Propaganda

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.

Chapter 3.1–3.3.6 argues that modern information control is often not about removing content but about drowning it out and amplifying selected narratives. The two motions below force groups to draw lines that the book deliberately leaves unresolved: where does organic speech end and coordinated propaganda begin, and what should platforms do when the speaker is a state?


Breakout A: The Line Between Amplification and Astroturf

Motion. “On today’s algorithmic platforms, ‘organic virality’ and ‘coordinated propaganda’ are indistinguishable in practice — and treating them as separate categories is a policy fiction.”

Prep reads (5–10 min).

Discussion prompts.

Bring back. Your group’s best operational definition of “coordinated inauthentic behavior” that a platform could actually enforce — and the biggest false-positive case it produces.


Breakout B: Labels, Bans, or Nothing — State-Affiliated Media

Motion. “Platforms should label all state-affiliated media accounts (RT, CGTN, VOA, BBC, Al Jazeera, PressTV, etc.) with a uniform disclosure — and neither ban them nor leave them unlabeled.”

Prep reads (5–10 min).

Discussion prompts.

Bring back. A one-sentence policy your group would ship if you ran trust & safety at a major platform, and the strongest objection to it.


Instructor notes

These map to two of the “Section takeaways” boxes: the flooding section’s argument that flooding is invisible to legal frameworks built around removal, and the propaganda section’s finding that behavioral signatures of influence campaigns predate their political salience. Breakout A tends to surface the definitional problem (students often start certain there’s a clear line, then lose it); Breakout B tends to surface the double-standards problem (students who defend labeling RT often struggle with BBC). If time is short, A is the deeper technical debate; B is the more concrete policy debate.