培訓課程教導「螢幕世代」如何駕馭社交媒體與人工智能（2/2）

 The Class Where ‘Screenagers’ Train to Navigate Social Media and A.I. (2/2)

New technologies are complicating efforts to teach the scrolling generation to think critically and defensively online.

By Tiffany Hsu

Dec. 25, 2025

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Policymakers are paying more attention to the issue. Dr. Vivek Murthy, the surgeon general under President Joseph R. Biden Jr., urged schools in 2023 to set up digital literacy instruction. At least 25 states have approved related legislation, according to an upcoming report from Media Literacy Now, a nonprofit group. This summer, for example, North Carolina passed a law requiring social media literacy coursework starting in the 2026-27 school year, covering topics such as mental health, misinformation and cyberbullying.

Many of those new rules, however, are voluntary, toothless or slow to take effect or do not acknowledge the growing presence of artificial intelligence.

“I absolutely wish we could make things happen faster,” said Assemblyman Marc Berman of California, a Democrat who wrote two media literacy bills passed in 2023 and 2024. The bills nudged the state to incorporate lessons about media literacy and responsible A.I. use at each grade level, but California education officials have yet to decide on a formal course of action.

“It’s about really strengthening those foundational skills so that no matter what tech pops up between now and then, young people have the ability to handle it,” Mr. Berman said.

Ms. Ziegler and her peers across California and the country are scrambling to make sense of A.I. The San Diego Unified School District held A.I. expos for its teachers over the past two summers, with each drawing more than 150 educators. At the Elk Grove Unified School District in Sacramento County, teachers have turned to Code.org, MIT Media Lab and others for resources focused on A.I.

Educators are grappling with A.I. literacy even beyond high school. Augsburg University in Minneapolis offered a class this year called “Defense Against the Dark Arts,” focused on how “disinformation, alternate facts, propaganda, deepfakes” and more saturate social media and daily life. Adam Berinsky, a political science professor at M.I.T., has taught a class about misinformation on social media since 2019 but added lessons on the challenges and benefits of A.I. in the spring.

“A.I. is everywhere these days,” he said. “I adjusted teaching accordingly.”

Ms. Ziegler’s students are a savvy bunch, though the volume of junk online can feel overwhelming.

In November, her classes chatted about the flood of social media content featuring Zohran Mamdani, the first Muslim to be elected New York City’s mayor. During the election, authority figures once considered trustworthy sources — including a sitting member of Congress and the former governor of New York running against Mr. Mamdani — shared artificially generated content showing the Statue of Liberty wearing a burqa and Mr. Mamdani being praised by criminals. (The latter included a small, brief disclosure that it was generated by A.I.) Posts spreading disinformation about his policy plans received hundreds of thousands of views, dwarfing those of fact-check posts.

At one point in the discussion, a student piped up with a common refrain: “Don’t trust anything you see.”

That sentiment worries Ms. Ziegler. Fact-checkers and disinformation analysts have cautioned for years about a creeping sense of nihilism toward reality.

“There’s almost this mind-set now with young people that everything’s fake,” she said. “They have heard so much about things being fake online, but they don’t know how to necessarily tell.”

Translation

培訓課程教導「螢幕世代」如何駕馭社交媒體與人工智能（2/2）

新科技正使教導「螢幕世代」進行批判性思考和網路防禦變得更加複雜。

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政策制定者越來越關注這個問題。在拜登總統任期內擔任衛生局局長的Vivek Murthy醫生, 敦促各校在2023年開設電子數據素養課程。根據非營利組織「媒體素養行動」（Media Literacy Now）即將發佈的報告顯示，至少有25個州已批准相關立法。例如，今年夏天，北卡羅來納州通過了一項法律，要求從2026-2027學年開始開設社交媒體素養課程，內容涵蓋心理健康、虛假資訊和網路霸凌等主題。

然而，許多新規都是自願性的，缺乏強制力，或生效緩慢，又或沒有考慮到人工智能日益增長的影響。

加州民主黨眾議員Marc Berman說:「我真心希望事情能進展得更快一些」。他曾提出兩項媒體素養法案，分別於2023年和2024年獲得通過。這兩項法案敦促加州在每個年級的課程中融入媒體素養和負責任地使用人工智能的相關內容，但加州教育官員尚未就正式的行動方案做出決定。

Berman說: 「關鍵在於真正加強這些基礎技能，這樣無論現在及未來出現什麼新技術，年輕人都能應對自如」。

Ziegler女士和她在加州乃至全美各地的同行們都在努力理解人工智能。聖地牙哥聯合學區在過去兩個暑假為教師舉辦了人工智能博覽會，每次都吸引了超過150名教育工作者參加。在薩克拉門託縣的Elk Grove聯合學區，教師們則轉向Code.org、麻省理工學院媒體實驗室等機構尋求人工智能方面的資源。

教育工作者仍在努力提升即使在高中畢業後學生的人工智能素養。明尼阿波利斯的Augsburg大學今年開設了一門名為「抵禦黑暗藝術」的課程，重點在於「假訊息、另類事實、宣傳、深度偽造」等如何正充斥社交媒體和日常生活。麻省理工學院政治學教授Adam Berinsky自2019年以來一直在教授關於社交媒體虛假資訊的課程，並在今年春季增加了關於人工智能挑戰和益處的課程。

他說:“如今人工智能無處不在”;“我相應地調整了教學內容。”

Ziegler女士的學生都很精明，但網路上大量的垃圾資訊仍然會讓人感到不知所措。

去年11月，她的學生們討論了鋪天蓋地的社交媒體關於Zohran Mamdani的內容，他是紐約市首位當選的穆斯林市長。在選舉期間，一些曾經被視為可信消息來源的權威人士 - 包括一位現任國會議員和一位與Mamdani競選的紐約州前州長 - 分享了人工智能生成的虛假內容，例如自由女神像戴著罩袍，以及Mamdani受到犯罪分子的讚揚, （後者附帶了一小段簡短的說明，表明它是由人工智能生成）。散佈有關Mamdan政策計劃的虛假信息的帖子獲得了數十萬的瀏覽量，遠遠超過了事實核查帖子的瀏覽量。

在討論過程中，一位學生突然插話一句老生常談：“不要相信你看到的任何東西。”

這種情緒令Ziegler女士感到擔憂。多年來，事實查核員和假資訊分析專家一直警告人們，一種對現實逐漸滋生的虛無主義情緒。

她說:「現在年輕人幾乎都抱著一種『一切都是假的』的心態」; 「他們聽過太多關於網絡信息是虛假的說法，但他們並不一定知道如何辨別真假」。

So, California educators are racing to prepare students in a rapidly changing online world. Artificial intelligence is evolving so quickly and generating such persuasive content that even professionals who specialize in detecting fake contents are facing challenges. Apparently, new technologies are complicating efforts to teach the AI generation to think critically and defensively online.