What a True Crime Story from My Hometown Can Teach Us about Digital Literacy (Part 3)

This is Part 3 of a multi-part series on digital literacy, fact-checking, and mis/disinformation online. Click here for Part 1 and Part 2.

SIFT Move 1: Stop

In Part 2 of this series, I went over the four moves that Michael A. Caulfield advises we make whenever we encounter a claim online: Stop; Investigate the Source; Find Better Coverage; and Trace Claims, Quotes, and Media to the Original Context. Caulfield refers to this four-move approach to digital literacy with the acronym SIFT.

The first move is straightforward enough. Stop. Before going any further, consider what, if anything, you know about the source in front of you. What do you know about the author? What do you know about the website or publication? What reason do you have to trust it?

As I mentioned in Part 1, the link my father sent me in April 2023 was to TB Daily News, a site I’d never heard of. I had no knowledge of it and therefore no reason to trust it. Had I followed Caulfield’s advice to the letter, I would have stopped right there and moved on to investigating the source. At the time, though, my curiosity got the better of me. I clicked the link.

Headline with photo montage: Canton Cover-Up Part 1: Corrupt State Trooper Helps Boston Cop Coverup Murder of Fellow Officer, Frame Innocent Girlfriend.
Aidan Kearney, “Canton Cover-Up Part 1,” author’s screenshot, 25 Feb 2024.

Immediately, I had concerns.

The headline, for instance, seemed more inflammatory and less informative than I’d have expected from a legitimate news source. In rhetorical terms, it was long on pathos (appeal to emotion) and short on logos (appeal to reason). Words like “corrupt,” “innocent,” and “coverup” carry a strong emotional charge, but unless accompanied by more precise language—“accused,” “indicted,” or “convicted,” for example—they tell us very little. Had the trooper’s corruption been proven or merely alleged? Had the girlfriend been acquitted by a jury? Had a grand jury refused to indict? The headline gives no indication. The photos, too, seemed chosen to provoke rather than inform. Smiles, scowls, and middle fingers divide the players into two camps—heroes and villains—but who are they? Four people are referenced in the headline, while six are pictured. Who is who?

As I read on, I saw more of the same. Here’s the opening paragraph:

Screenshot of TB Daily News banner followed by text: "On the morning of January 29, 2022, Boston Police Officer John O'Keefe was found dead outside of the Canton home of Boston Police Officer Brian Albert on 34 Fairview Road. O'Keefe's girlfriend Karen Read was charged with manslaughter, after reportedly backing over O'Keefe with her car after she got into a fight with him and dropped him off at Albert's house after a night of drinking. She was castigated widely as a cop killing villain, set to face decades in prison. But as it would turn out at least a dozen people likely witnessed O'Keefe being violently beaten to death, before hatching an elaborate plot to frame Read for
killing him. The coverup was aided and abetted by members of the Massachusetts State Police, Canton Police Department, and Norfolk County DA's Office. This is the story of one woman, alone, facing down some of the most powerful, well-protected people in the state who sought to destroy her life, and exonerate herself. This is Karen Read and John O'Keefe.
Aidan Kearney, “Canton Cover-Up Part 1,” author’s screenshot, 25 Feb 2024.

The first two sentences establish an objective, “just the facts, ma’am” tone. Aside from some clumsy wording in sentence two—which, if we notice it at all, might suggest to us a lack of editorial oversight—there is nothing overtly unjournalistic about what we are reading. Although sentence three reintroduces some pathos (Read was “castigated widely” and “face[s] decades in prison”), it too is factually accurate.

This changes in sentence four: “But as it would turn out at least a dozen people likely witnessed O’Keefe being violently beaten to death, before hatching an elaborate plot to frame Read for killing him.”

This, dear reader, is a masterstroke of misinformation. The phrase “as it would turn out” strongly implies that what we are about to be told is established fact, while the only indication otherwise, the word “likely,” is buried in the following clause. In sentence five, it is dispensed with altogether. We are given the simple declarative: “The coverup was aided and abetted.” No “likely,” no “allegedly”—just “was.” The phrasing is identical to that used in the first two sentences to report undisputed facts. John O’Keefe was found dead. Karen Read was charged with a crime. The coverup was aided and abetted. The three statements are made to appear equivalent, yet two refer to matters of public record and the third to what is still, a year later, an unsubstantiated claim.

With this rhetorical sleight of hand, allegation takes on the appearance of fact. Lest our reason catch hold of the misdirection, the final sentence of the paragraph once again appeals to our emotion: “This is the story of one woman, alone, facing down some of the most powerful, well-protected people in the state. . . .” Who wouldn’t be stirred?

It goes on like this throughout, adopting a pose of faux journalistic objectivity one moment, then replacing it with incensed subjectivity the next. What appear to be genuine court documents and booking records, for instance, are juxtaposed with nakedly prejudicial rants. One individual is described as “the loser of the family,” another as an “out of control meathead.” You get the idea. Somewhere around those lines, I decided I had seen enough. The answer to Caulfield’s question—did I know and trust the source—was no on both counts.

It was time to move on.

SIFT Move 2: Investigate the Source

Up to now, I had been doing what Stanford researchers Sam Wineburg and Sara McGrew call vertical reading, that is, scrolling up and down within a single website, trying to determine its credibility based solely on internal clues. It’s what most of us do when we encounter information online, but Wineburg and McGrew have shown it to be a particularly ineffective way to evaluate a source’s credibility. This shouldn’t be surprising, really. It’s a bit like interviewing a job candidate and hiring them without first verifying their employment history or checking their references. A more effective and efficient method is what Wineburg and McGrew call lateral reading—i.e., opening additional browser tabs (arranged laterally on the screen, hence the name) and finding out what other websites have to say about the site we’re evaluating.

I did a limited amount of this last April. I had learned enough about TB Daily News from vertical reading alone, I felt, that I could confidently dismiss it as a source and begin looking for more reliable coverage elsewhere. In the year since, however, I have circled back, done my lateral reading, and, in the process, learned a good deal more about the site and its owner, Aidan Kearney, a.k.a. “Turtleboy.”

One way I did this was by searching other websites for the domain name tbdailynews.com. In other words, I excluded TB Daily News itself from my search so that I could see what others had to say about it. Google makes this easy to do; just use this search syntax:

Screenshot of Google search bar with the text: tbdailynews.com -site:tbdailynews.com
Author’s screenshot, 3 March 2024.

Because I excluded only tbdailynews.com and not any of its affiliated social media accounts, my search results still included a lot of TB Daily News’ own marketing. Among the other results, though, was Media Bias / Fact Check, which a bit more lateral reading revealed to be generally well regarded (though some consider its methodology unscientific).

Keeping this caveat in mind, I clicked on the link and saw that MB/FC had labeled TB Daily News a “questionable site.” The two main reasons were “sensationalism,” which I had already noted myself, and “lack of transparency,” which I hadn’t. According to MB/FC, as of June 2023, TB Daily News “d[id] not offer an about page, mission statement, disclose author names, or who owns the website.” Opening another browser tab, I hopped back over to tbdailynews.com and confirmed that, with the exception of author names (all articles were now attributed to Aidan Kearney), that was still the case.

Why does transparency matter? Because, as Caulfield explains, an important part of evaluating a source’s reliability is assessing its process, aim, and expertise. How does it ensure accuracy? What is it trying to accomplish? How much knowledge and experience does it have in the subject? Legitimate news organizations provide this information (see the Washington Post, New York Times, and Boston Globe, for example), whereas TB Daily News does not.

A little more lateral reading, and I learned that lack of transparency had long been a hallmark of Kearney’s writing. He had blogged anonymously until 2015, when an article by Clive McFarlane in the Worcester Telegram & Gazette identified him as the author of what was then called TurtleBoy Sports. According to McFarlane, even after his identity was revealed, Kearney “still claim[ed] that Turtleboy [was] a number of different bloggers,” though McFarlane’s reporting indicated otherwise.

Sensationalism, too, seems to have been a part of Kearney’s repertoire from the start. McFarlane describes TurtleBoy Sports as “a crass and craven local blog that peddles the cheap thrills that dehumanizing groups and individuals bring to some people.” He takes particular offense at the “vile and degrading terms” that Kearney—a former track coach and history teacher—uses to describe children and parents in the local school system, all while “hidden behind a veil of anonymity.”

In lifting that veil, McFarlane revealed two things about TurtleBoy Sports that the site itself had not publicly disclosed: its ownership and its aims. In 2015, when the article was published, Kearney was “the registered and sole owner of Turtleboy Digital Marketing, a domestic limited partnership described as a ‘blogging website that will raise revenue through selling AD space and possibly merchandize [sic].’” Another lateral hop back to TB Daily News suggests that advertising and merchandise remain the central prongs of Kearney’s business model. The ads today are plentiful enough to slow my browser, while the merch store—dropping all pretense of objectivity—includes a bountiful selection of “Free Karen Read” apparel and accessories.

Screenshot of online store featuring Free Karen Read merchandise.
TB Daily News store, author’s screenshot, 20 March 2024.

Sometime after McFarlane’s article appeared, Kearney changed the name of his blog to TB Daily News and began referring to himself as a journalist, investigative journalist, and on one social media platform “Journalism Jesus.” This despite having had no prior training or experience in journalism. Most reporting on Kearney refers to him as a blogger rather than a journalist, and a glance through the editing history of his recently created (January 2024) Wikipedia page reveals this to be a point of contention among editors. Another point of contention: whether to refer to the felony charges he is currently facing for witness intimidation and wiretapping.

Although a year ago I wouldn’t have found Kearney’s yet-to-be-created page on Wikipedia, I would have found McFarlane’s article in the Worcester Telegram & Gazette and possibly the entry on Media Bias / Fact Check. A little time spent reading laterally would have told me not to waste my time on TB Daily News, but to go on instead to Caulfield’s third move, find better coverage.

I’ll do this in my next post. I’ll also go through Caulfield’s fourth and final move, trace claims, quotes, and media to the original context.

In the meantime, see this recent article from the Boston Globe on Kearney, his role in the controversy surrounding the Read case, and the public’s often problematic obsession with true crime.

What a True Crime Story from My Hometown Can Teach Us about Digital Literacy (Part 2)

This is Part 2 of a multi-part series on digital literacy, fact-checking, and mis/disinformation online. Click here for Part 1.

What Is Digital Literacy and Why Does It Matter?

The American Library Association’s Digital Literacy Task Force defines digital literacy as “the ability to use information and communication technologies to find, understand, evaluate, create, and communicate digital information.” More specifically, “[a] digitally literate person”:

  • possesses the variety of skills—cognitive and technical—required to find, understand, evaluate, create, and communicate digital information in a wide variety of formats;
  • is able to use diverse technologies appropriately and effectively to search for and retrieve information, interpret search results, and judge the quality of the information retrieved;
  • understands the relationships among technology, lifelong learning, personal privacy, and appropriate stewardship of information;
  • uses these skills and the appropriate technologies to communicate and collaborate with peers, colleagues, family, and on occasion the general public;
  • uses these skills to participate actively in civic society and contribute to a vibrant, informed, and engaged community.

I first came across this definition in the MLA Guide to Digital Literacy (2nd ed.) by Ellen C. Carillo, which I highly recommend. In it Carillo, professor of English and writing coordinator at the University of Connecticut, stresses the importance of the final bullet point when it comes to answering the inevitable question: So what? Why does digital literacy matter?

Carillo’s answer: Because we live “in a democratic society that depends on [the] informed and thoughtful participation . . . [of] educated citizens.” Among the founding principles of the MLA Guide, Carillo lists four that elaborate on this further:

  • Digital literacy is a human right.
  • Being digitally literate is a responsibility.
  • Digital literacy can help stem racism, sexism, ableism, and the perpetuation of harmful stereotypes.
  • Digital literacy can stop the spread of misinformation and disinformation.

There’s just one problem: We aren’t very good at it.

In a frequently cited study published in the Proceedings of the National Academy of Sciences in 2021, for instance, Benjamin A. Lyons et al. found not only that “three in four Americans overestimate their ability to distinguish between legitimate and false news headlines,” but that the more overconfident individuals were the most likely to be duped. This shouldn’t be surprising, really. As even a cursory glance at the task force’s definition makes clear, achieving and maintaining digital literacy is no small matter. A great many skills are required, and the rapid pace of development makes the “technologies” referred to in bullet points one through four particularly agile targets.

There are, however, concrete actions we can take to improve and maintain our digital literacy, even in the face of rapid technological change.

SIFT: Fact-Checking in Four Moves

With my students this semester, I’ve been using the OER (open educational resource) textbook Web Literacy for Student Fact-Checkers by Michael A. Caulfield, a research scientist at the University of Washington’s Center for an Informed Public. Since publishing Web Literacy in 2017, Caulfield has updated and streamlined his approach in “Check, Please! Starter Course.” Personally, I like the simplified structure of the latter, but prefer the detailed instruction of the former, so I tend to combine the two. Both are available for free online.

In “Check, Please!” Caulfield recommends we make “four moves” when encountering information online. He refers to these with the acronym SIFT:

Infographic showing the steps of SIFT: Stop, investigate the source, find trusted coverage, trace claims, quotes and media to the original context.
“SIFT Infographic,” Check, Please! Starter Course, author’s screenshot, 13 March 2024.

The first move, stop, means just that. Take a moment to consider what you know about the source. If the answer is nothing, Caulfield writes, it’s important to learn more about it before placing any stock in what it has to say.

This is where the second move, investigate the source, comes into play. It involves what Stanford researchers Sam Wineburg and Sara McGrew call lateral reading—i.e., leaving the source you’re evaluating to find out what other sources have to say about it. What can you learn about the author’s expertise? The website’s aims? The publication’s editorial process? In Caulfield’s words, “The key idea is to know what you’re reading before you read it.”

The third move, find better coverage, involves seeking out sources whose expertise, aims, and processes you know and trust. Who are the experts on the topic? Do they agree or disagree? What are the major points of debate?

The fourth move, trace claims, quotes, and media to the original context, can be particularly challenging online, where it is so easy to repackage, repost, and reuse content. Much of the news we encounter is what Caulfied calls “reporting on reporting,” and so much else is either “stripped of context” or deliberately recontextualized in a way that is misleading. Evaluating an intermediary source will only get us so far. To accurately fact-check information, we must “go upstream” to the original source.

In Part 3 of this series, I’ll use Caulfield’s four moves to evaluate the claims I introduced you to in Part 1.

For more information on digital literacy in the meantime, see the sources linked above as well as the American Library Association’s Digital Literacy Clearinghouse and the Center for Information, Technology, and Public Life’s page on Critical Disinformation Studies.

What a True Crime Story from My Hometown Can Teach Us about Digital Literacy (Part 1)

This is Part 1 of a multi-part series on digital literacy, fact-checking, and mis/disinformation online.

“Have You Heard . . . ?”

One day last spring, my father called to ask if I had heard the latest news from my hometown of Canton, Massachusetts. I had not, so while I waited in the car for my wife to finish work, he filled me in on what was—even by his standards—an absolutely bonkers story. It involved the death of Boston police officer John O’Keefe and the explosive allegation that for over a year town and state police had conspired with the county prosecutor to suppress evidence, cover up the involvement of other officers in O’Keefe’s death, and deliberately frame his girlfriend, Karen Read, for murder.

I was, not surprisingly, eager to learn more. My wife was ready to go by then, so I told my father we’d talk more later. In the meantime, he said, he’d send me the link to the site that had broken the story.

He did, and when I got home, I started reading. Right away, the rhetorician in me noticed some red flags. The further I read, the more they accumulated.

I’ll get more into what these were in a later post, but for now I’ll say that the source, TB Daily News, appeared not to be a news site at all but a personal blog, meaning there was no editorial oversight, no independent fact-checking, and none of what Michael A. Caulfield of the University of Washington’s Center for an Informed Public calls the “machinery of care” needed to ensure accuracy and journalistic integrity. The blog’s author, Aidan Kearney, a.k.a. “Turtleboy,” appeared to have no training or experience in journalism apart from running his own website, which had a reputation for sensational and inflammatory reporting. Finally, the allegations of conspiracy had originated in a pre-trial motion by defense attorneys representing Karen Read and had yet to be substantiated as Kearney’s article implied.

I texted my father all this, and for a while that night we bandied about theories, weighed the pros and cons on either side, and speculated on the likely outcome of the trial. The tone of the conversation was much as it had been when I was a kid and we’d watch mysteries together on TV, but our interest this time was more than spectatorial. Some of the officers alleged to be involved in the conspiracy were investigating a cold case that we both wanted to see solved, so questions about their integrity and conduct on the job mattered to us personally. At the same time, we didn’t want them distracted by spurious accusations.

Eventually, the conversation tapered off, and for the next few weeks, I thought little of it. To me, there wasn’t much to think about: the prosecution had charged Karen Read with second-degree murder, and her attorneys had begun mounting their defense. All fairly routine. Neither side had presented any evidence in open court; neither had called or cross-examined a single witness. Until they did, I had no basis from which to form an opinion. Nothing to do for now but put a pin in it and move on. Right?

Apparently not. In the year that has passed, although the case against Karen Read has still not gone to trial, the controversy surrounding it has grown and grown. Fed in large part by TB Daily News and Aidan Kearney—who has since been indicted on multiple charges of witness intimidation, wiretapping, and assault—public furor over the alleged conspiracy has upended town politics, dividing residents and spilling over onto the pages of national newspapers like the Boston Globe. There have been protests, threats, and public altercations. The U.S. Attorney’s Office and F.B.I. have opened investigations into the D.A.’s handling of the case. And Canton residents have voted 903 to 800 to spend nearly a quarter of a million dollars on an independent audit of the town police. A local pastor is quoted in the Globe saying, “The Karen Read case lit a match and started a wildfire.”

Boy, did it ever. But how? Reporting in Boston’s two leading newspapers, the Globe and the Herald, suggests that there is no more evidence to support the conspiracy allegations now than there was a year ago. Unlike in other high-profile cases of police misconduct in recent years, no incriminating cell phone video or body camera footage has surfaced; no eyewitnesses have come forward. The most recent court filings seem to strengthen the prosecution’s case. And still. . . .

That this all should be unfolding while I teach a class on digital literacy has no doubt influenced my perspective on the case and the public’s reaction to it. As I define misinformation and disinformation for my students, as I teach them to fact-check claims, read laterally, and trace viral content to its source, I can’t help but make connections between these lessons and the controversy dividing my hometown. I think back to that first link my father sent me and wonder how what seemed so obviously unreliable to me could appear so convincing to others.

Had I rushed to judgment? Had I been swayed by confirmation bias? How much of what I teach my students about practicing good digital literacy had I actually done myself? What might I learn by revisiting that original post and following the steps I’ve asked them to follow?

I’ll explore these questions in the next few posts, beginning with a brief primer on digital literacy in Part 2.

I’ll also be getting more into the specific details of the case and the conspiracy allegations, but if you want a quick rundown in the meantime, I recommend this article from the Globe. It’s from November 2023, so it doesn’t touch on any of the more recent developments, but it gives a good overview. For more up-to-date information, see current reporting in the Boston Globe and Boston Herald.