Pre-requisites
There is no prior knowledge needed for students to follow this lecture. However, students may have taken courses such as semiotics, strategic communications that may provide them with additional support in the lecture.
Explanation of activity
The lecture begins with an introduction to key concepts, explaining the relevance of semiotics in this context and the role of conspiracy theories in information influence. In the seminar, participants will discuss the text and establish connections with the lecture content.
Teacher materials
Relevant Reading to Understand the Materials:
- M-L. Madisson, A. Ventsel 2021. Strategic conspiracy narrative. A Semiotic Approach. Routledge
Further reading to further develop the activity/understanding of the topic:
- Fenster, Mark 2008. Conspiracy Theories: Secrecy and Power in American Culture. Minneapolis, London: University of Minnesota Press.
Student Materials
- Madisson, Mari-Liis; Ventsel, Andreas (2022). From strategic depiction of conspiracies to conspiracy theories: RT´s and Sputnik´s representations of coronavirus infodemic. – Rmt: Massimiliano Demata, Virginia Zorzi, Angela Zottola (eds.). Conspiracy Theory Discourses. John Benjamins Publisher, 443−464. https://doi.org/10.1075/dapsac.98.19mad
Assessing and Evaluation
Seminar
Madisson, Mari-Liis; Ventsel, Andreas (2022). From strategic depiction of conspiracies to conspiracy theories: RT´s and Sputnik´s representations of coronavirus infodemic. – Rmt: Massimiliano Demata, Virginia Zorzi, Angela Zottola (eds.). Conspiracy Theory Discourses. John Benjamins Publisher, 443−464. https://doi.org/10.1075/dapsac.98.19mad
- Understanding of Key Concepts – The student demonstrates a clear grasp of the main ideas, arguments, and themes presented in the text.
- Critical Analysis – The student engages with the text critically, identifying underlying assumptions, biases, and implications.
- Use of Evidence – The student supports their interpretations with relevant examples or references from the text.
- Ability to Connect Ideas – The student relates the text to broader theoretical concepts, real-world applications, or previous discussions.
- Clarity of Expression – The student articulates their thoughts coherently, using precise language and structured arguments.
Modulations
One could consider a homework assignment where students create conspiracy theory used in information influence. Discussion could focus on the contextual conditions that determine whether a CT is successful or unsuccessful.
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June 23, 2025
