Digital literacy, fake news and education | Special Issue Call for Papers | Deadline: 30 May 2018 (original) (raw)
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Digital literacy, fake news and education / Alfabetización digital, fake news y educación
Cultura y Educación
The role of digital literacy in strengthening citizens' resilience to misinformation and 'fake news' has been the subject of research projects and networking and academic and policy discourses in recent years, given prominence by an escalation of the perceived crisis following election and referendum results in the US and UK respectively. This special issue sets out to take forward critical dialogue in the field of media and digital literacy education by publishing rigorous research on the subject. The research disseminated in this collection speaks to the political and economic contexts for 'fake news', the complex issue of trust and the risks of educational solutionism; questions of definition and policy implementation; teaching about specific subgenres such as YouTube and clickbait; international comparisons of pedagogic approaches and challenges for teachers in this changing ecosystem.
DIGITAL LITERACY: RAISING PROSPECTIVE TEACHERS’ AWARENESS OF THE FAKE NEWS SPREADING THROUGH THE SOCIAL MEDIA, 2021
The current study aimed at enhancing prospective teachers' digital literacy skills within media literacy intervention by means of instruction delivered asynchronously. Since the focus of the study was the fake news phenomenon, besides furthering prospective teachers' theoretical knowledge on MIL, the intervention aimed at promoting individual fact-checking skills, and in particular learning lateral reading strategy. Thus, besides training on how to perform 'lateral reading', the practice part of the intervention aimed at enhancing individuals’ abilities to question, and critically evaluate online sources, social media content in particular. The intervention was embedded within a compulsory course provided for senior students studying at the Department of Computer Education and Instructional Technology. The findings of the study suggest that the intervention, to a greater extent, enhanced prospective teachers' critical media literacy, and particularly the critical consuming dimension as to the new media literacy. Moreover, the intervention, to a certain extent, fostered students' abilities to fact-check, in view of the strategies introduced within the formative assessments. Nevertheless, based on the findings, prospective teachers are still in need of acquiring higher-order thinking skills, that is, critical thinking skills, and thus, in future studies, teacher educators, as well as media instructors, should focus on promoting these skills. Keywords: Digital Literacy, Fact-checking, Fake news, Lateral reading, Media and Information Literacy (MIL)
THE IMPERATIVE OF DIGITAL LITERACY IN COMBATING "FAKE NEWS" INFORMATION
In the digital era, where fake news is a major problem, digital literacy becomes essential. This is not limited to the use of technology but also involves critical skills in evaluating information. Our editorial draws attention to the need to develop these skills, both individually and collectively, in educational institutions, to effectively combat misinformation and the negative influence of false information. The impact of fake news on our society is profound and multifaceted (Tandoc et. al., 2017). These false pieces of information are not just communication errors but are tools of misinformation that undermine trust in institutions and lead to societal segregation. Their effects extend beyond politics, affecting public health (Mărcău et. al., 2022a) and quality of life (Peptan et. al., 2023). Economically, fake news can influence markets, causing fluctuations based on rumors. The fight against this phenomenon requires more than just regulations (Lazer et. al., 2018). It demands effective digital and media literacy, involving collaboration between government, media, and technology. This collective effort is essential for maintaining a well-informed and healthy society (Mărcău et. al., 2023). Recent studies show that fake news is not just simple false news (Preda, 2020), but represents a more complex phenomenon, involving the creation of an alternate reality that serves the interests of the issuer (Allcott & Gentzkow, 2017). These pieces of information can induce false perceptions on various issues, thereby confirming existing biases (Mărcău et. al., 2023). Additionally, analyses show that fake news is more prevalent when people seek simplistic explanations for the complex problems of society (Mărcău et. al., 2022b). On the other hand, the study of information itself, as a fundamental element in communication and knowledge, has expanded from theory to science. Academic approaches emphasize that information should not be reduced to the meaning of the term or concept, but must be viewed as a complex concept, with multiple meanings and implications. This is crucial in the current global context, where information can be used as a force for resolving or escalating conflicts (Peptan, 2021). Therefore, developing the skills to analyze information found in the public space becomes imperative (Peptan, 2020). This is not only to discern the message and its correct meaning but also to navigate through the sea of information and distinguish between what is real and what is fabricated. In ANNALS OF THE "CONSTANTIN BRÂNCUȘI" UNIVERSITY OF TÂRGU JIU LETTER AND SOCIAL SCIENCE SERIES
Social Bots and Fake News as (not) seen from the Viewpoint of Digital Education Frameworks
Einzelbeiträge 2017
Over recent years, international organisations like the EU and UNESCO have set up a number of proposals, models and frameworks that seek (i) to map and to conceptualize digital literacy and related concepts, e. g. information, digital or media literacy, digital competence, digital skills and (ii) to formulate policies and recommendations based on the conceptualizations developed. The resulting frameworks, such as Digital Competence (DigComp) developed by the EU, or Media and Information Literacy (MIL) developed by UNESCO, have a strong formative power on a global scale. Affected are policies, laws, regulations, research activities, and academic disciplines like media pedagogy and mindsets. Do these frameworks consider the effects of disruptive attempts by digital media to intervene in public debates e. g. social bots, fake news and other manifestations of biased or false information online? Do they offer avenues for reflection and action to address them? Guided by these questions, t...
HOW FAKE NEWS AFFECTS ACADEMIC LITERACY: A CASE OF A SMALL COUNTRY ENHANCING US ELECTIONS
Context 20, 2019
There has been an alarming increase of the phenomenon of "fake news" in the last decade. In particular, the production and distribution of fake news affects our digital literacy and our competences as educators. This research provides insights into the relationship of production of fake news in peripheral, small country in Europe and the results of US elections. The aim is to offer new approaches to addressing digital literacy and ways to help students tackle problematic content.
2022
The guidelines were developed by the European Commission, with the support of the Expert Group on Tackling Disinformation and Promoting Digital Literacy through Education and Training, led by consultants associated with ECORYS. The Commission would like to thank the following: Ahmet Murat Kılıç, Council of Europe Alina Bargaoanu Arminas Varanauskas Cassie Hague, the Organisation for Economic Co-operation and Development (OECD) Charo Sádaba, Iberian Digital Research, University of Navarra Claus Hjorth Divina Frau-Meigs, Savoir Devenir Eleni Kyza Gabriella Thinsz, The Swedish Educational Broadcasting Company Giacomo Mazzone Irene Andriopoulou Jens Vermeersch, European Federation of Education Employers Juliane von Reppert-Bismarck, Lie Detectors Kamil Mikulski, Kosciuszko Institute Kari Kivinen, European Union Intellectual Property Office (EUIPO) Norman Röhner, ALL DIGITAL Onno Hansen-Staszyński Sally Reynolds, Media and Learning Association Sandra Troia Stacey Featherstone, META Thomas Nygren Veni Markovski Vitor Tomé
Revista de Estudos Acadêmicos de Letras, 2019
The advances in technology and the access to internet contribute to the spread of fake news, a phenomenon that is not new, but that is happening in a new environment – the cyberspace. Considering this reality, there have been debates related to how people (should) deal with information in the so-called post-truth era. Language is crucial in both the production and interpretation of fake news; English stands out in this process due to its number of users all over the world. One of the possibilities to deal with this phenomenon in the English language class is the digital literacies theory discussed in this paper which aims at analyzing an experience with fake news in the English classroom, focusing on possibilities in the development of digital literacies skills to deal with this kind of news. Regarding the methodology, this paper is a qualitative – analytical-interpretative – research. The analysis was based on Freeman’s (1998) four steps: naming, grouping, finding relationship, and displaying. Finally, I conclude that working with the digital literacies theory in the English classroom can help students deal with fake news, considering that it requires not only mechanical skills, but also reflection on how and why we interpret texts the way we do.
Defining Digital Literacy in the Age of Computational Propaganda and Hate Spin Politics
KnE Social Sciences, 2019
In this era, people's lives are intertwined with the Internet and digital media although society might have to bear potential negative effects of these platforms. Free flow of information and the rise of hate speech, fake news and disinformation on the Internet have no doubt increased social polarization. Furthermore, a new phenomenon has arisen, which combines hate speech with indignation or offence-taking, and that is hate spin. Hate spin uses hate speech and fake news as a weapon to gain access to political power. Hate spin is considered to be one of the biggest threats to any democratic country, including Indonesia. A relatively young democracy and its reputation for religious moderatism and diversity, Indonesia has not been immune to the hoax epidemic plaguing societies around the world recently. Scholars assume that improving digital literacy is the best solution against hate spin in Indonesia. However, the current concept of digital literacy has been limited as merely a matter of technical skill. This paper offers an analysis on how to define the contemporary digital literacy concept that has moved beyond basic Internet access, and on how the technology works and is used by political elites with evidence of computational propaganda delivered through political bots, fake accounts and false news during recent political events in Indonesia.
Postdigital Truths: Educational Reflections on Fake News and Digital Identities
2021
The lives of young people have successfully been infiltrated by multiple online actors—many unbeknownst to them. In this chapter, we wonder how young people manage the information they receive from different sources and how they think about and deal with manipulated information, also known as fake news. We are taking a postdigital approach that allows us to describe the normalisation of interactions with digital materials. Students’ lives are entangled and their digital identities are no longer limited to only local feelings of belonging, but are shaped by complex social contextual relationships with multiple cultures. The chapter examines what it may mean when young people find it increasingly easy to connect with like-minded peers and seek positive reinforcements of their views and actions on the topics of their daily life. In this contribution, we illustrate our thinking by presenting vignettes from two projects where young people reflected on their encounters with fake news, and...