What you call fearmongering is, for the news channels, just proper monetization of their businesses. I'm often disappointed in other consumers (who should know better, or have better taste in entertainment). They're the root problem here. News businesses exist to follow the nutrient gradient of what makes money. Asking them to do something else just feels naive.
Guessing is actually easy. For the kinds of files that end up as redacted pdfs (legal, government, etc), there's probably 5-8 font options that make up 98% of documents. Sizes and weights are immediately recognizable to the slightly trained eye. I'm pretty sure I could guess all 3 attributes at a glance.
I used to work for an expert witness who testified on valuations in IP infringement cases. I really lost faith in the way the US handles IP infringement in that job. I know patents are contentious in tech, but sometimes I think copyright is just as bad. I know it's not a popular opinion, but seeing how things actually play out really made me feel for defendants in those cases.
Regardless of what you think of the effectiveness of IP protection, the way damages are calculated (and ultimately determined by courts) is just awful. I haven't looked at the specifics of that $65M calculation, but if the real number were closer to $650k I wouldn't be surprised-- 2 orders of magnitude was a pretty typical spread between plaintiff and defendant expert witnesses' valuations in the IP cases I worked on.
Anti-spam utilities exist to filter out (aka "censor") spam. Disinformation is spam. I'm pro filtering spam and perhaps even a reasonable person. There you have it.
Something feels off about this whole debate. I took algebra in 7th grade, so I naturally lean towards the "push it earlier, not later" camp. But the more I think about it, the more I'm convinced that the way we group mathematical concepts together in grade school is fundamentally boring for students. It seems like nit-picking to fall hard on one side of this "8th vs 9th" dichotomy when I actually suspect the whole math cirriculum could use a revamp from the ground up. Maybe we should consider basic discrete math in elementary school. Maybe basic calc in 6th grade. How can we get substantive, critical thinking skills earlier into the curriculum so we don't have to just assure students: "trust us, math will get interesting if you can just stick with it through calculus and linear algebra".