Evolution of an Emerging Concept: Characteristics of Fake News and Possible Implications for the Education System (original) (raw)
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Teenagers Faced with "Fake News": Perceptions and the Evaluation of an Epistemic Risk
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his chapter focuses on how an objective approach to fake news is perceived by a specific segment of the population: teenagers. It first proposes a synthesis of studies on the production and dissemination processes of fake news and how it is identified and assessed by the public. The aim is to characterize fake news from a scientific point of view to better identify the informational risks it is likely to generate. The chapter then aims to uncover the perceptions held by teenagers on this informational and social phenomenon. It describes the methodology of the authors' study, based on interviews with 14 young people aged 14 to 17. Finally, the results are presented and discussed by comparing them to other studies, particularly those concerning credibility judgments. They are considered in relation to questions on Media and Information Literacy and, more particularly, through reflections on the teaching practices used to enable young people to critically evaluate information.
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In this paper, we made a distinction between the concept of fake news and the phenomenon of fake news. Since there are several definitions of fake news, we noticed that the concept is often confused with the phenomenon. Using the philosophical method proposed by R.G. Collingwood, we proved that fake news can be approached as a philosophical concept. At the same time, we also analysed the fake news phenomenon, through which we highlighted its effects on daily life. In a first stage, we reviewed several definitions and theoretical aspects related to fake news, then we argued that this distinction leads to a second one: between combating and prevention. If in the case of the phenomenon we refer to a post-factum combat, then in the case of the concept, we can prevent the phenomenon following a good theoretical knowledge of it. The interdisciplinary approach we proposed in this paper with a focus on studying fake news has the advantage of opening the field of analysis, and the clarification we made can be a starting point in differentiating between theory and practice when the issue of fake news is studied.
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
Fake News and Higher Education Students: A Case Study
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The current logic of creating false news derives from the need to manipulate public opinion for different purposes and social media, as well as some applications like WhatsApp, are the means employed to achieve such goals. There is a growing concern of society and of higher education institutions over this phenomenon and they are all striving to understand and study it. There are debates to promote discussion on the topic and some initiatives are being developed to minimize the impact of misinformation. What about the younger users? How do they adjust to this new reality? What perception do they have of fake news?
Student Perceptions of Fake News: A Matter of Information Literacy Awareness
International Journal of Digital Literacy and Digital Competence, 2020
The problem of fake news has underscored the importance of stimulating critical thinking skills (i.e., information literacy)in the educationalsetting. Studentsshould be trained in these competencies, which will be useful to them in their schooling, as well as in their later work and lives. The paper presents the findings of an exploratory survey of 185 third- and fourth-year upper secondary school students aged 16 to 18. The findings show students overestimate their critical skills and are overexposed to information flows from the old and new media that make fact-checking difficult. There is also strong demand for an approach that is both technological and humanistic towards educating about fake news.
FLOW OF FAKE NEWS IN A DIGITAL AGE: REQUIREMENT OF COMMON GLOBAL EFFORTS AND MECHANISM FOR RESTRAIN
Trans Stellar Journals, 2021
The instantaneous flow of fake news using modern digital technologies has become one of the critical national and global security challenges. Fake news campaigners intriguingly distract people's sentiment and accomplish their vested interest. Covid-19 pandemic educates that the world community need to make proper national and global policy and mechanism to restrain the fake news. This paper concludes that to restrain fake news in a digital age, common efforts of the global community is necessary. Severe effect of fake news at the time of critical periods like Covid-19 help to disestablish the society and ignore scientific and accurate information. Major powers like US, Russia, China, EU, India need to initiate a pragmatic effort to make a broader consensus to formulate common policy and mechanism to counter the fake news. Irrespective of their ideological differences, major powers for a safe world need to form a common consensus for the global containment of fake news. National, regional and global initiatives against the fake news campaigners need to be harnessed. In a digital age, public awareness to detect fake information is also vital. The proper legal arrangement is necessary in every country to punish those who are involved in creating hurdles in society through fake news and disinformation. This research is qualitative in nature and structurally an explorative.