Author Archives: philippe.morlhon@mouvement-up.fr

6 – HOW DO YOU KNOW IF AN IMAGE HAS BEEN FAKED?

KEY CONCEPTS

 


Just as for verifying information, when it comes to spotting a doctored image, you need to ask yourself the right questions.

 

1. Look at the image closely: Sometimes, just giving an image a closer look will reveal that it has been doctored or faked. It might show specific elements that provide important information such as the context, date, or location.

 

2. Find out the nature of the site where you found the image. If it is a social media site, find out the nature of the account that posted or shared the image.

 

3. Find out the who created or shared the image. Is it a journalist? An expert on the topic? Ask yourself about this person’s intent: are they looking to inform or manipulate?

 

4. Do a reverse image search (using Google Images) to trace it back to its source. Where was it originally published? Very often on the internet, images are shared, posted, and sometimes also twisted, taken out of context, or given ‘spin’, so it is important to find out where the image has come from. Then, check the image’s publication date. These days, news quickly becomes obsolete or debunked/verified.

CASE IN POINT


 

This photo, taken in the Serbian town of Aleksinac and posted to the Facebook group Udruženi građani Srbije, would have you believe that ‘trees have been cut down because of 5G’. The same photo also appeared in other groups in Serbia, such as ‘STOP 5G mreži u Srbiji”.

 

This ‘news item’ is, however, a lie. According to the website Raskrikavanje.rs, which debunked it, the trees were not destroyed because of 5G. In fact, the photo was taken during road repairs that were part of the town’s public works project.

 

7 – WHAT IS A CONSPIRACY THEORY?

KEY CONCEPTS


A conspiracy theory is a structured body of hypotheses and arguments that are manipulated to support a narrative, ideology, or discourse to make it seem logical and consistent. The aim is to try and prove the existence of a small group of powerful people that are secretly planning illegal and harmful acts to influence the course of events.

 

Conspiracy theories claim that their goal is to expose the ‘truth’ and solve a ‘mystery’. In reality, though, they are usually a way of rejecting official discourse and ‘the system’, it is ‘contrarian’, defiant discourse. These theories adopt a view that is one-sided and simplistic (Good versus Evil) that disregards the world’s complexity.


Conspiracy theories generally emerge in the wake of major or traumatic events (attacks, accidents, wars, epidemics, economic crises) in order to give them a simple and satisfying explanation.

 


CASE IN POINT


Conspiracy theory example: The breakup of Yugoslavia

 

In the Balkans, there is a staggering variety of rumours circulating to explain the 1991 breakup of Yugoslavia. In many countries, there is a widespread myth that claims the breakup was the result of purposeful intervention by foreign powers. Some allege that the CIA continued to go after socialist regimes in the Balkans after the fall of the Berlin Wall in 1989. Others accuse Germany or the Vatican of allying themselves with the Croatian Catholic Church for various reasons. In this case, the conspiracy theories do the following:

 

  • Explain the events in a manner that is simplistic, easy to understand, and acceptable to everyone.
  • Present one’s own side as the victim of global and regional events, creating a sense of injustice and outrage.
  • Blame major political events on external forces, absolving oneself of any and all responsibility.

 

In reality, historians say that, like most politico-historical events of this scale, the breakup of Yugoslavia was caused by a combination of factors, most of which were internal: the economic crisis that had been affecting the country since the second oil crisis of 1979, aggravated rivalries among the republics, etc.

8 – HOW DOES HATE SPEECH SPREAD THROUGH THE MEDIA?

KEY CONCEPTS


The term ‘hate speech’ refers to expressions of hatred that may take the form of a statement, article, sound bite, image, or video that conveys rejection, hatred, or fear of the ‘other’ and is hurtful to the people targeted by it, thus encouraging feelings of hatred.

 

When hate speech is public, it can incite those who witness it to feel hatred towards others, choose their side, and, due to group mentality, sometimes to express hatred themselves that is equally violent if not more so. This is called inciting hatred.

 

In general, online hate speech denigrates a minority group’s ethnicity, skin colour, sex, sexual orientation, religious affiliation, or world view in order to rouse hostility and discrimination towards them. The internet and social media contribute to the spread of hate speech because people interact virtually on them rather than face-to-face. Moreover, hateful content that is posted online gets more attention and spreads more widely.

 

In the absence of a critical eye, this type of content, which stems from prejudice, fear, and misconceptions leads to increasingly violent discourse that turns a particular group into a scapegoat deserving of blame, which leads to sweeping generalisations, and paranoia. Fake news on social media are a major factor in the spread of this hateful, violent speech.

 


CASE IN POINT

 


In 2019, nearly every media outlet in Bosnia and Herzegovina picked up a social media rumour stating that ‘Migrants attacked a minor near Sarajevo railway station’. In fact, however, an investigation by Sarajevo police showed that the rumour stemmed from information manipulated by ill-intentioned people who wanted to stoke hatred against migrants in the country. Starting with the victim’s father, people started saying that the attack was perpetrated by migrants even though there was no way they could have known that, thus starting the rumour.

This mendacious hate speech first emerged when one of the country’s most popular websites, Klix.ba, published an item about an alleged attack by migrants on a young man of 17 in Sarajevo. Accompanying the item was a photo showing a battered person in a dark alley. After investigating, however the police established not only that the attack had not been perpetrated by ‘migrants’, but also that it did not even happen where the website initially said it had, that is, near the railway station.

 

Using fake news to denigrate migrants in this way is common in the Balkans, both in newspapers and on social media.

9 – WHAT IS FACT CHECKING?

KEY CONCEPTS


Fact checking
is a practice that involves verifying in real time whether the facts politicians, public figures, and experts present to the media are true and their numbers are correct.

 

Fact checking is also a way of assessing the level of objectivity in the media’s treatment of information. It has become common practice in recent years in order to fight the spread of fake news.

 

Verifying facts has proven to be indispensable with the growth of digital technology and social media for two reasons: firstly, it has become increasingly less difficult to manipulate information and images; secondly, it is also very easy to achieve massive spread with social media (every minute, 350,000 tweets are posted to Twitter).

 

Fact checking may be a good tool to help us distinguish truth from fiction, but it is not impossible for the journalists who do the fact checking to get things wrong or simply not be able to truly verify some facts. Once again, caution is to be encouraged and critical thinking engaged so that you can figure out when to trust a media fact checker and when to get a broader view of an issue.

 

CASE IN POINT


In most countries, there are media outlets or entities that specialise in fact checking, sometimes focussing on particular topics (international affairs, science, environment, etc.). The Balkans region has a number of fact-checking bodies:

Bosnia and Herzegovina: Raskrinkavanje.ba

Montenegro: Raskrinkavanje.me

North Macedonia: Metamorphosis Foundation

Serbia: Istinomer

Albania: https://faktoje.al/

 

It is also worth noting that some outlets have increased their activities and partnerships in light of the barrage of fake news unleashed during the Covid-19 pandemic. For example, Facebook has launched a programme to ‘check facts and fight misinformation’ that comprises 70 certified fact-checking bodies from around the world. Articles identified as fake are demoted to the bottom of the newsfeed. Once demoted, the average number of views for these fake news items decreases by over 80%.

SESSION 5 : ONLINE CIVIC ACTION

SKILLS TO LEARN

 

  • I am able to define a conspiracy theory.
  • I am able to identify citizen media.
  • I am familiar with the solutions for fighting conspiracy theories.

LEARNER ASSESSMENT

 

Q1: What distinguishes citizen media from traditional media?

  • A: The topics they cover.
  • B: The presence of professional journalists.
  • C: The manner of spreading the information.
  • D: The use of humour.

 

Q2: Which of the following does not define a conspiracy theory?

  • A: A narrative that claims there are groups of people working in the shadows.
  • B: Theoretical discourse that seems consistent and ‘logical’.
  • C: A historical and scientific method based on verifiable information.
  • D: A structured body of manipulated hypotheses and arguments.

 

Q3: Hate speech can be aggravated by:

  • A: Fake news.
  • B: Prejudices and stereotypes.
  • C: Education.
  • D: Fear and the rejection of the ‘other’.

 

Q4: What forms can citizen media take?

  • A: Television channels.
  • B: Blogs.
  • C: Newspapers.
  • D: Facebook/Twitter groups.

 

Q5: What are the consequences of conspiracy theories?

  • A: They generate hate speech.
  • B: They lock people into a logic of mistrust and misconception.
  • C: They create adherence to unproven theories.
  • D: They expose the truth.

 

Q6: How can we effectively fight conspiracy theories?

  • A: By regulating and limiting hateful content and fake news.
  • B: By banning social networks.
  • C: By mocking conspiracy theorists.
  • D: By developing the public’s critical thinking skills.

 

Q7: What is digital citizenship?

  • A: Having the nationality of a virtual country.
  • B: The way internet users behave and interact online.
  • C: Demonstrating good will and keeping good internet habits.
  • D: An online identity card.

 

ANSWER KEY

 

  • Q1: A B C
  • Q2: C
  • Q3: A B D
  • Q4: B D
  • Q5: A B C
  • Q6: A D
  • Q7: B C

SESSION 4 : DECRYPTING DIFFERENT MEDIA

SKILLS TO LEARN

 

  • I am able to identify different news formats.
  • I know the role of images in the spread of fake news.
  • I can define a myth.

 

 

LEARNER ASSESSMENT

 

Q1: Which company bought YouTube in 2006?

  • A: Microsoft
  • B: Coca-Cola
  • C: eBay
  • D: Google

 

Q2: Which of these techniques is not used to manipulate images or videos?

  • A: Doctoring/editing photos.
  • B: False witness accounts.
  • C: Decontextualisation.
  • D: ‘Deepfakes’.

 

Q3: What type(s) of content do you generally find on YouTube?

  • A: Information verified by journalists.
  • B: Entertainment videos.
  • C: Cinematic films.
  • D: Livestreamed television channels.

 

Q4: Worldwide, how many hours per day does the average person spend using screens?

  • A: 1 hour 38 minutes.
  • B: 3 hours 26 minutes.
  • C: 6 hours 42 minutes.
  • D: 9 hours 14 minutes.

 

Q5: Cinema can be considered as:

  • A: A medium unto itself.
  • B: A mode of artistic expression.
  • C: A social network.
  • D: A public information channel.

 

Q6: Why does fake news use images so much?

  • A: They are easy to spread.
  • B: They have the power of symbolism.
  • C: They are the only way to produce fake news.
  • D: They are easy to manipulate.

 

Q7: What is a myth?

  • A: A rumour that has been going around for a long time.
  • B: A reliable and verified historical fact.
  • C: A fictional construct with a political/social function.
  • D: A type of rational and scientific discourse.

 

 

ANSWER KEY

 

  • Q1: D
  • Q2: B
  • Q3: B D
  • Q4: B
  • Q5: C
  • Q6: A B D
  • Q7: C

SESSION 3 : INFORMATION AND DISINFORMATION

SKILLS TO LEARN

 

  • I am able to think critically.
  • I understand the process of journalism, which includes fact checking.
  • I understand why it is important to check sources.
  • I understand the concept of ‘fake news’ and how it relates to media literacy.
  • I can avoid information traps.
  • I know the steps of fact checking.

 

 

LEARNER ASSESSMENT

 

Q1: ‘Thinking critically’ means:

  • A: Criticising journalists who do not respect the profession’s ethical rules.
  • B: Not believing information shared by traditional media.
  • C: Not believing information shared on social media.
  • D: Being able to think autonomously, rationally, and with awareness about information while bearing the author’s intentions in mind.

 

Q2: The correct response to a news item is:

  • A: Check the sources; separate the verifiable facts from interpretations of events; compare interpretations and rank them, giving preference to those based on experimentation and research over hypothesis and belief.
  • B: Check the sources; analyse the interpretations by getting confirmation from a third party; try to see what is hiding behind the information; give preference to interpretations based on hypothesis and belief.
  • C: Check the sources; look up the author, the number of articles they have written on the topic, and their number of followers on social media before accepting their hypothesis.
  • D: Be dubious of the accuracy and the author’s intentions, even if the author relies on experimentation and research.

 

Q3: To check a source, it is enough to:

  • A: Ensure that it does not come from social media.
  • B: Know who the piece’s author is and have trust in them.
  • C: Find out where the piece originated, check whether the source is a person or entity with expertise on the topic, then corroborate.
  • D: Confirm that it is spread on traditional media.

 

Q4: The concept of false information or ‘fake news’ describes information that:

  • A: Is contrary to popular belief and problematic for public debate.
  • B: Is fabricated, doctored, or distorted then purposefully spread by individuals in order to manipulate the public.
  • C: Cannot be verified even if it is true.
  • D: Is spread very quickly by internet users.

 

Q5: In order to avoid disinformation traps, you need to:

  • A: Allow all sorts of information to circulate and let young people sharpen their critical thinking skills.
  • B: Hold social media and ‘tech giants’ accountable.
  • C: Limit online freedom of expression and the work of journalists.
  • D: Prepare the public to deal with the rise in fake news by offering media literacy training.

 

Q6: Although the media use fact checking to fight fake news, you must remain cautious because:

  • A: Some questions cannot be answered through mere fact checking, such as matters of politics, opinion, or morals.
  • B: Fact checking could lead the media to spread other fake news.
  • C: Journalists are not able to verify every news item.
  • D: The media always have a financial motive which necessarily influences their judgment.

 

 

ANSWER KEY

 

  • Q1: D
  • Q2: A
  • Q3: C
  • Q4: B
  • Q5: B, D
  • Q6: A

SESSION 2 : NEW MEDIA

SKILLS TO LEARN

 

  • I am able to tell the difference between traditional media and new media.
  • I understand how social media have transformed the media landscape.
  • I understand the risks and opportunities of ‘citizen media’ and of young people using the internet.
  • I am aware of how algorithms influence what we see on the internet.
  • I understand how ‘filter bubbles’ work and I know the internet habits to counteract them.

 

LEARNER ASSESSMENT

 

Q1: Traditional media include:

  • A: Facebook, Instagram, TikTok.
  • B: Television.
  • C: Twitter.
  • D: Radio.

 

Q2: Social media is different from traditional media because:

  • A: Social media defined by collaboration.
  • B: Users of social media are serious professionals.
  • C: Social media are based on interaction.
  • D: Social media can spread high-quality news to a maximum number of people.

 

Q3: The concept of ‘citizen journalism’ refers to:

  • A: A practice that makes every social media user a powerful producer of news.
  • B: The responsibility social media users demonstrate at all times.
  • C: The importance of teaching journalists the concepts of free speech and freedom of the press.
  • D: The journalism training provided to every social media user.

 

Q4: Tech giants use algorithms to:

  • A: Offer each user the most suitable content.
  • B: Turn users’ clicks, likes, and purchases into profits.
  • C: Check information circulating on social media.
  • D: Influence user behaviour for commercial purposes.

 

Q5: When users are in a ‘filter bubble’, this means:

  • A: They can access a large number of filters to improve their photos and videos.
  • B: That they only go to websites containing fake news.
  • C: That they only have access to one type of information because of the algorithms used by tech giants.
  • D: That they spend too much time online.

 

Q6: The internet’s initial promise was to:

  • A: Provide users with access to personalised content.
  • B: Promote emancipation and freedom for its users.
  • C: Allow users to access new consumer products through ads.
  • D: Isolate users and test their critical thinking skills.

 

 

ANSWER KEY

 

  • Q1: B, D
  • Q2: A, C
  • Q3: D
  • Q4: A
  • Q5: C
  • Q6: B

SESSION 1 : FUNCTIONS AND TOOLS OF INFORMATION

SKILLS TO LEARN

 

  • I know what information and media are.
  • I can name my country’s main media outlets.
  • I am familiar with the information cycle.
  • I understand the concepts of ‘freedom of expression’ and ‘freedom of the press’ as well as their role in a democratic society.
  • I know the major ethical principles of journalism.
  • I understand the role of journalists in a democratic society.

 

LEARNER ASSESSMENT

 

Q1: When did the internet and new media emerge?

  • A: The 1970s
  • B: The 1980s
  • C: The 1990s
  • D: The 2000s

 

Q2: In democratic societies, the media are:

  • A: A propaganda tool to manipulate the masses
  • B: A check on power
  • C: A way of broadening the discussion of ideas within a population.
  • D: A way of communicating political manifestos during elections.

 

Q3: Which criterion or criteria should you use to define information/news in the journalistic sense?

  • A: The event must have happened less than one week ago.
  • B: The event must be reported by at least 4 media outlets.
  • C: The reported event must be verified and verifiable.
  • D: The reported event does not necessarily have to be of public interest.

 

Q4: The freedom of expression allows journalists to:

  • A: Express what they think freely.
  • B: Investigate political leaders.
  • C: Share information on social media.
  • D: Publish content that encourages discrimination of a group on the basis of their religion.

Q5: The ethical rules journalists must follow include:

  • A: The right to alter documents or distort images to convey a message.
  • B: The duty to demonstrate critical thinking, precision, and integrity.
  • C: The right to work for a public service, institution, or private enterprise.
  • D: The right to rectify any information they have shared that proves to be inaccurate.

 

Q6: The non-governmental organisation that produces the World Press Freedom Ranking is:

  • A: UNESCO
  • B: The Red Cross
  • C: Reporters Without Borders
  • D: Doctors Without Borders

 

 

ANSWER KEY

 

  • Q1: B
  • Q2: B, C, D
  • Q3: C
  • Q4: A, B, C
  • Q5: B, D
  • Q6: C

MADMAGZ USER GUIDE

TEACHING OBJECTIVES

 

Objective 1: Instructors are able to guide students in creating an online magazine.

 

Objective 2: Instructors understand how the app Madmagz works.

 

Objective 3: Instructors can supervise students in creating the magazine while encouraging teamwork through sharing links and assigning each member a role based on the website’s hierarchy (‘super redactor’, ‘chief redactors’, ‘redactors’).

 

USING MADMAGZ TO CREATE AN ONLINE MAGAZINE

 

1 – Log in via Facebook, Google, or you Madmagz account.

2 – Choose the template that best suits your needs. You can preview the templates to help you choose.

3 – Give your magazine a title, issue number, and theme.

4 – If you want to create your magazine as a team, assign roles to each project participant. The different roles have varying access rights: ‘super redactor’, ‘chief redactor’, ‘redactor’, which are roughly equivalent to editor-in-chief, editor, and staff writer, respectively.

5 – Add pages to your magazine (minimum four pages). In this step, you can select page headers based on the editorial plan of your project (cover, table of contents, editorial, articles).

6 – Add various types of content to the pages (text, links, images, videos, podcasts).

7 – Publish your magazine (cannot be undone): You can see an online preview or download a PDF before final approval.

8 – Share your magazine via a dedicated URL by email or on social media!

 

FORMATTING AND ADDING YOUR CONTENT

To format your magazine, choose from the page-category options on the left side of the screen: Cover, Summary (table of contents), Edito (editorial), Article, and so on. Each category gives you a wide range of layout options.

 

It is up to you to decide which one you want to use and which best suits your content!

 

To choose a layout design, simply select it and click Validate. You can add or delete pages at any point while you are creating your magazine by going to the overview, represented by the icon of a small grid of squares, where you can see all the pages of the magazine. Then select + or – to add or delete a page.

 

To modify a page, click on the icon of a pencil and paper. The arrows allow you to move your pages around.

 

To edit a page, click on the pencil and paper icon. You can then make changes to the different parts of your page, such as the title, text, or photos.

 

Click on the area you would like to change (title or text) to see the editing tools (bold, italic, underline, align, etc.) at the top of the page. You can also zoom in and out for a better view.

 

Note, you cannot enlarge the text fields! Make sure you do not insert too much text, otherwise it may be cut off.

 

To modify or add a photo, click on it. You will be given two options: you can choose an image from your computer or import one from the internet by copying and pasting the image URL into the field and clicking Validate.

 

Once you have added the photo, you can crop it. Indications below the image, will tell you if the image quality is suitable for a web publication and/or print. It is best to choose images that are large and of high quality. If you need to, you can add a higher-quality image by clicking Change pic and then Validate.

 

 

COLLABORATION: THEORY

We can now have a look at one of our users’ favourite options: collaboration. Creating a school newspaper with Madmagz means you have the opportunity to work together. To do this, everyone has their own role with their own responsibilities.

 

‘Super redactor’:

  • The ‘owner’ of the magazine whose account it is assigned to
  • The only person able to publish the magazine
  • Can invite ‘chief redactors’ (editors) and ‘redactors’ (writers) and also delete team members. Note: If a chief redactor is deleted, the redactors below that chief redactor and their pages are also automatically deleted from the project!
  • Can add and modify pages as well as modify and delete the pages of project team members.

Finally, the ‘super redactor’ can invite other people to work on the magazine and assign them to one of two categories: ‘chief redactors’ and ‘redactors’. This is done by sending them the appropriate link.

 

‘Chief redactors’:

  • Can create pages
  • Can invite members to the team (‘redactors’)
  • Can modify and delete their team members’ pages
  • Can send their own and their team members’ pages to the super redactor, who can choose to include them in the magazine.

 

‘Redactors’:

  • Can be invited by a chief redactor or the super redactor
  • Can add and modify pages that they can send to their chief redactor or the super redactor, depending on who added them as a redactor.

 

As you can see, the structure is hierarchical.

As such, redactors send their pages to chief redactors who then send them to the super redactor for approval. If the chief redactor is unsatisfied with a page, he or she can send it back to the redactor. If the super redactor sent the collaboration link directly to a redactor, this redactor can send their pages directly to the super redactor.

Once the super redactor is satisfied and has approved all the pages, he or she can add them to the magazine.

 

 

COLLABORATION IN PRACTICE

After these brief explanations and demonstrations, you will be able to assign the roles of redactor and chief redactor to your magazine’s team members. As we have already seen, team members have different roles and duties: super redactor, chief redactor, and redactor.

 

The super redactor can invite an unlimited number of team members to the magazine. These team members can create pages and send them to other team members.

 

To invite team members, you can share one of the collaboration links provided at the start of the creation process. All you have to do is click on I invite collaborators.

 

(You can also invite collaborators during editing by clicking on the icon on the overview page, but more on that later.)

 

The rules of collaboration:

  • The team members you invite will have access to their own space to create pages, which they then send to you for approval and that you can send back for changes.
  • Once all the pages have been collected, the super redactor can publish the magazine.
  • You can also create an intermediate role, chief redactor, to create sub-teams.

 

In this case, you are the owner. When you click on I understand, you will go to the Manage collaborators page.

 

On this page, you can do the following:

  • Send a collaboration link to a redactor or chief redactor by copying the link on the page and sending it.
  • Once you have collaborators, you can send them pages or delete the collaborator using the arrow and trash can icons.

 

Imagine now that you are a chief redactor who receives a link. You must now enter your name and click on Collaborate.

 

In the chief redactor’s space:

  • Access is not granted to the entire magazine
  • Pages can be created with the template chosen by the super redactor and then sent to the super redactor
  • Once a page is sent to the super redactor, it disappears from the chief redactor’s interface.

 

As the super redactor, you will receive and can view, modify and delete all of the pages or send them back for changes.

To send a page back, simply select the page and click on the button Send back to collaborator.

 

Once a page is sent back, it will no longer appear on the super redactor’s interface but instead is shown on the chief redactor’s interface, who can modify and re-send it.

 

To manage your list of collaborators, click on the icon showing three people.

 

The chief redactor can also invite collaborators and manage them by clicking on the icon on the lower left of the screen (below the Pause button). The only difference is that the chief redactor can send collaboration links to redactors.

 

The redactor arrives on the landing page and will be asked to enter a name to be able to access the redactor area and create pages as described above. Redactors send their pages directly to the person who invited them so they can be approved or proofread.

 

Once the super redactor has received, checked, proofread, and approved all the pages, he or she can publish the magazine.

 

PUBLISHING THE MAGAZINE

It is finally time to publish your magazine!

 

Once the magazine is ready, you can publish it. Before you do that, though, a few checks are necessary:

  • You can generate a web preview of the magazine (eye icon)
  • You can also download a high-definition PDF overview of your magazine (pages icon)
  • You can then check the layout of the text and images as well as the image quality.

 

Note:

  • The total number of pages must be a multiple of four and the minimum number of pages is four. If you do not follow either of these two rules, you will not be able to publish your magazine.
  • Publication cannot be undone.

 

Click Publish to publish your magazine.

Before publishing your magazine, you can change the following:

  • title
  • issue number

 

Now just click Publish.

 

Congratulations, you have just created your first Madmagz magazine!

 

Publishing methods:

Premium magazine:

  • This publishing method lets you share your magazine via an email containing a link to the online magazine. You can also share it via Facebook and Twitter or add it to your website or blog using an embed code that changes according to your chosen layout and the magazine’s pixel size.
  • Once your magazine is published, you can add ways to interact with it: links, videos, sound, gifs. You can also manage privacy settings and see how many times it has been viewed!

PDF :

  • The PDF is perfect for reading on a screen, but it is not print-quality. The PDF is available immediately after purchase when you click on Download.

High-definition PDF:

  • This publishing method is recommended if you want to print your own magazine. You can choose from two print types: at-home (on your printer) or professional (for better results).

 

 

INSPIRATION AND USE CASE

You are almost there! Come and visit the Madmagz blog, Edu, where you can find a number of use cases to inspire you to create your own school newspaper.

 

The blog has magazines created by schoolchildren of all ages working on projects that are for their school, class, or group. You can also submit your project and find out about what Madmagz is doing to help schools.

 

Use case: An year-nine class enjoyed following the story of Les Miserables in an interactive and collaborative magazine focussed on the book and the life of its author, Victor Hugo. Students added sound clips and videos (when you add videos to your magazine, you can see them in ‘e-reader’ format). They also added a link to their school.

 

 

TAKING IT FURTHER

https://madmagz.com/ Madmagz website

https://madmagz.com/faq Frequently asked questions