This week (week 4) we discussed in our online tutorial, how and what makes up a fact check. It starts with a clear and concise claim, there should be no opinion in it, it needs to be something that is stated as fact. An example of this would be a statement such as “Australian unemployment is down 5% under the Morrison government”. It clearly states with no flagrant language that that statement is factual, and as a bonus, lists a statistic that is easily checked. Therefore, that is an easily fact-checked statement, one can just go and compare the data between governments and either confirm or deny it as accurate. The fact check also has to be relevant for the time and interesting to the public, this is to generate more readership and spread of the check in the media. It is far easier to find a fact check in written media as it is often far more straightforward than if someone is talking about an issue live on television or radio. Usually, people who are on talk shows or radio will have been media trained so as to not utter statements that are easily checkable and will more likely err on the side of cautious grey rather than a bold black and white statement. This is why you see people on Q and A dodge a question by taking their answer to the question to somewhere somewhat linked to the topic rather than answering it directly, often prompting the host to try and get them back on track. Whereas if it is written, it is there in print and there is no chance for subterfuge.

Also discussed at length was the varying ways we could tackle assignment 2, in regard to the constantly changing isolation restrictions imposed on the public in general. An updated suite of platforms was presented, and the general class consensus was that of approval.