Who fact-checks the fact-checkers?

The recent stoush between POTUS and Twitter on fact-checking and his alleged use of violent invective has rekindled the debate on whether, and how, social media should be regulated. It’s a potential quagmire (especially the issue of free speech), but it also comes at a time when here in Australia, social media is fighting twin legal battles – on defamation and fees for news content.

First, the issue of fact-checking on social media. Public commentary was divided – some argued that fact-checking is a form of censorship, and others posed the question “Quis custodiet ipsos custodes?” (who fact-checks the fact-checkers?) Others suggested that fact-checking in this context was a form of public service to ensure that political debate is well-informed, obvious errors are corrected, and that blatant lies (untruths, falsehoods, fibs, deceptions, mis-statements, alternative facts….) are called out for what they are. Notably, in this case, the “fact” was not edited, but flagged as a warning to the audience. (In case anyone hadn’t noticed (or remembered), earlier this year Facebook announced that it would engage Reuters to provide certain fact-check services.) Given the current level of discourse in the political arena, traditional and social media, and the court of public opinion, I’m often reminded of an article I read many years ago in the China Daily, which said something to the effect that “it is important to separate the truth from the facts”.

Second, the NSW Court of Appeal recently ruled that media companies can be held responsible for defamatory comments posted under stories they publish on social media. While this specific ruling did not render Facebook liable for the defamatory posts (although like other content platforms, social media is subject to general defamation laws), it was clear that the media organisations are deemed to be “publishing” content on their social media pages. And even though they have no way of controlling or moderating the Facebook comments before they are made public, for these purposes, their Facebook pages are no different to their own websites.

Third, the Australian Government is going to force companies like Facebook and Google to pay for news content via revenue share from ad sales. The Federal Treasurer was quoted as saying, “It is only fair that the search ­engines and social media giants pay for the original news content that they use to drive traffic to their sites.” If Australia succeeds, this may set an uncomfortable precedent in other jurisdictions.

For me, much of the above debate goes to the heart of how to treat social media platforms – are they like traditional newspapers and broadcast media? are they like non-fiction publishers? are they communications services (like telcos)? are they documents of record? The topic is not new – remember when Mark Zuckerberg declared that he wanted Facebook to be the “world’s newspaper”? Be careful what you wish for…

Next week: Fact v Fiction in Public Discourse

“Language is a virus” – a look at coding skills

We are fast-approaching the point when a lack of some basic coding skills will be likened to being illiterate. If you are unable to modify a web page or use an HTML text editor, it will be like not knowing how to create a Word document or edit a PDF file. Coding does appear on some school curricula, but it is primarily taught in the context of maths, computer programming or IT skills. Whereas, if we look at coding as a language capability (part of a new literacy), it should be seen as an essential communication tool in itself.

quote-William-S.-Burroughs-language-is-a-virus-from-outer-space-92713First, I am aware that a number of programs for children are trying to teach coding and maths in more relevant ways, and having talked to some of their creators, I admire their ambition to place these skills in a broader context. Coding might be described as the “4th R”: alongside reading, writing, arithmetic we have reasoning”. So a program like Creative Coding HK (as it name implies) focuses on students making things; in the USA, KidsLogic is placing as much emphasis on contextual learning as on robotics; while Australia’s Machinam is re-writing the maths curriculum to teach practical, everyday problem-solving skills.

Second, as we know, learning the foundations of coding is like learning the syntax of a foreign language. However, while Latin and Greek can provide the basis for learning the structure (and many words) of many European languages, it’s not much use when learning character-based languages (Chinese, Japanese) – although there are common grammatical elements. But if we understand that a line of any code has to be structured a certain way, contain essential elements, define key attributes and run in a particular sequence or order, we may come to “read” and interpret what the code is saying or doing.

As an aside, I’m struck by the comments made by the founder of AssignmentHero during a recent pitch night. Although he had studied computer sciences at Uni, he did not use any of the formal computing languages he had learned when building his product. This highlights the downside of learning specific languages, which can become obsolete, unless we have a better grasp of “which languages for which purposes”, or find ways to easily “interpolate” components of one language into another (just as languages themselves borrow from each other). Or do we need an Esperanto for coding?

Third, even if I don’t want or need to learn how to program a computer or configure an operating system, knowing how to define and sequence a set of instructions for running some software or a dedicated program will be essential as more devices become connected in the Internet of Things. For myself, I have dabbled with a simple bluetooth enabled robot (with the original Sphero), acquired a WiFi-enabled light bulb (the programmable LIFX) and experimented with an iOS music app that incorporates wearables (the MIDI-powered Auug motion synth).

Finally, just like a virus, coding is contagious – but in a good way. At a recent event on Code in the Cinema (hosted by General Assembly as part of the Melbourne International Film Festival), there were three demos which captured my attention, and which I will be investigating over the coming months:

I think they show why, where and how many of us “non-computing” types will want to learn the benefits of coding as a new language skill. If nothing else, getting comfortable with coding will help mitigate some of the risks of the “digital divide”.

Next week: The arts for art’s sake….