Fact-Checking of Health Information: The Effect of Media Literacy, Metacognition and Health Information Exposure

2021 ◽  
pp. 1-10
Author(s):  
Danielle Ka Lai Lee ◽  
Onur Ramazan
Keyword(s):  
Health Information ◽  
Media Literacy ◽  
Information Exposure ◽  
Fact Checking

Tackling online disinformation through media literacy in Spain: The project ‘Que no te la cuelen’

2021 ◽  
Vol 13 (1) ◽  
pp. 149-157 ◽  
Author(s):  
Nereida Carrillo ◽  
Marta Montagut
Keyword(s):  
Media Literacy ◽  
Public Deliberation ◽  
Special Focus ◽  
Fake News ◽  
Public And Private ◽  
Extra Effort ◽  
Literacy Training ◽  
Fact Checking ◽  
Data Location ◽  
Detection Strategies

Media literacy of schoolchildren is a key political goal worldwide: institutions and citizens consider media literacy training to be essential – among other aspects – to combat falsehoods and generate healthy public opinion in democratic contexts. In Spain, various media literacy projects address this phenomenon one of which is ‘Que no te la cuelen’ (‘Don’t be fooled’, QNTLC). The project, which has been developed by the authors of this viewpoint, is implemented through theoretical–practical workshops aimed at public and private secondary pupils (academic years 2018–19, 2019–20 and 2020–21), based around training in fake news detection strategies and online fact-checking tools for students and teachers. This viewpoint describes and reflects on this initiative, conducted in 36 training sessions with schoolchildren aged 14–16 years attending schools in Madrid, Valencia and Barcelona. The workshops are based on van Dijk’s media literacy model, with a special focus on the ‘informational skills’ dimension. The amount of information available through all kinds of online platforms implies an extra effort in selecting, evaluating and sharing information, and the workshop focuses on this process through seven steps: suspect, read/listen/watch carefully, check the source, look for other reliable sources, check the data/location, be self-conscious of your bias and decide whether to share the information or not. The QNTLC sessions teach and train these skills combining gamification strategies – online quiz, verification challenges, ‘infoxication’ dynamics in the class – as well as through a public deliberation among students. Participants’ engagement and stakeholders’ interest in the programme suggest that this kind of training is important or, at least, attract the attention of these collectives in the Spanish context.

scholarly journals Eye Health Knowledge and Eye Health Information Exposure Among Hispanic/Latino Individuals

2017 ◽  
Vol 135 (8) ◽  
pp. 878 ◽  
Author(s):  
Laura A. McClure ◽  
Stacey L. Tannenbaum ◽  
D. Diane Zheng ◽  
Charlotte E. Joslin ◽  
Marisa J. Perera ◽  
...  
Keyword(s):  
Health Information ◽  
Health Knowledge ◽  
Eye Health ◽  
Information Exposure

scholarly journals (Un)Healthy Behavior? The Relationship between Media Literacy, Nutritional Behavior, and Self-Representation on Instagram

2019 ◽  
Vol 7 (2) ◽  
pp. 160-168 ◽  
Author(s):  
Claudia Riesmeyer ◽  
Julia Hauswald ◽  
Marina Mergen
Keyword(s):  
Health Literacy ◽  
Health Information ◽  
Media Literacy ◽  
Eating Habits ◽  
Qualitative Interviews ◽  
Background Information ◽  
Negative Consequences ◽  
Nutritional Behavior ◽  
The Relationship ◽  
Knowledge Evaluation

The article examines the relationship between media (and health literacy), self-representation, and nutritional behavior of girls who receive nutrition-related content on Instagram. Analyzing this relationship is important because social networks like Instagram can be used as platforms to promote one’s nutritional behavior as expression of personality and to interact with others. Countless meal images are posted, and reach a large number of users. With its visual characteristics, Instagram seems predestined for nutrition-related self-representation. Media literacy, one way of raising young people’s awareness of the risks of media use, encompasses the skills knowledge, evaluation, and action. If media literacy is transferred to the field of health communication, intersections become apparent. Media literacy is understood as a necessary ability to distinguish credible health information from non-credible health information. Both media and health literacy include the skills knowledge, evaluation, and action. Based on 15 qualitative interviews with girls in the age of 13 to 19, results show the relevance of media and health literacy for nutritional behavior. The girls own background information to classify and evaluate received content. They know that content on Instagram is staged and they reflect about negative effects of staged images. However, these images inspire them for their self-representation and nutritional behavior. They adapt what they see into their own eating habits, adopt trends, and thus act against their knowledge of negative consequences to reach the socially expected body image.

Media Literacy and Fake News

2019 ◽  
pp. 163-176
Author(s):  
Tracy Simmons
Keyword(s):  
Social Media ◽  
Media Literacy ◽  
Presidential Election ◽  
Literacy Skills ◽  
Fake News ◽  
Knowing How ◽  
The Media ◽  
Fact Checking

“Fake news” isn't a new phenomenon, but it began trending in 2016 during a contentious presidential election. Particularly with the rise of social media, people saw the dangerous impact this movement had, and continues to have on society. People easily bought into false stories, shared them online and even acted on them. Because of this, the importance of fact checking and analysis has surged, and the responsibility falls on both news consumers and practitioners. Additionally, the term fake news has been used repeatedly to inaccurately label news that people do not agree with or do not like. By learning to identify the differences between truth, satire, falsity, dislike, error, and learning why fake news has gone viral, individuals can enhance their media literacy skills. This will in turn improve the media landscape because news consumers will be required to become proficient in knowing how to produce, interpret, and share news in an ethical and honest way.

scholarly journals Facts and Myths about Misperceptions

2020 ◽  
Vol 34 (3) ◽  
pp. 220-236 ◽  
Author(s):  
Brendan Nyhan
Keyword(s):  
Public Policy ◽  
Social Media ◽  
Media Literacy ◽  
Cognitive Resources ◽  
Quality Information ◽  
Controversial Issues ◽  
False Information ◽  
New Approaches ◽  
Fact Checking ◽  
Mass Opinion

Misperceptions threaten to warp mass opinion and public policy on controversial issues in politics, science, and health. What explains the prevalence and persistence of these false and unsupported beliefs, which seem to be genuinely held by many people? Though limits on cognitive resources and attention play an important role, many of the most destructive misperceptions arise in domains where individuals have weak incentives to hold accurate beliefs and strong directional motivations to endorse beliefs that are consistent with a group identity such as partisanship. These tendencies are often exploited by elites who frequently create and amplify misperceptions to influence elections and public policy. Though evidence is lacking for claims of a “post-truth” era, changes in the speed with which false information travels and the extent to which it can find receptive audiences require new approaches to counter misinformation. Reducing the propagation and influence of false claims will require further efforts to inoculate people in advance of exposure (for example, media literacy), debunk false claims that are already salient or widespread (for example, fact-checking), reduce the prevalence of low-quality information (for example, changing social media algorithms), and discourage elites from promoting false information (for example, strengthening reputational sanctions).

scholarly journals Peningkatan Literasi Kesehatan Digital Bagi Ibu-Ibu Rumah Tangga Di Posyandu Flamboyan, Bekasi

2020 ◽  
Vol 4 (1) ◽  
pp. 57-67
Author(s):  
Rut Rismanta Silalahi ◽  
Puri Bestari Mardani ◽  
Maria Febiana Christanti
Keyword(s):  
Health Literacy ◽  
Health Information ◽  
Community Service ◽  
Digital Literacy ◽  
Digital Health ◽  
Simple Fact ◽  
Integrated Healthcare ◽  
Healthcare Center ◽  
Fact Checking ◽  
Types Of Information

Internet allows people to access various types of information, including health information. The problem is not all of the health information that circulating through Internet come from reliable sources. This community service intended to enhance the digital literacy on health information for the housewives in Flamboyan integrated healthcare center, Bekasi. Digital health literacy known as e-health literacy is the ability to seek, find, understand, and appraise health information from electronic sources and apply the knowledge gained to addressing or solving a health problem. These abilities are important especially for housewives since scientific research shows that there is a significant correlation between the levels of mother’s literacy and the health of family. Through this community service, the housewives in Flamboyan integrated healthcare center were trained to detect hoax through a simple fact-checking process. We found out that none of the participants know how to verify the health information that they get through social media or messaging application. They were only suspicious about the information that they get if the information contains title, content, or image that does not make sense. This community service has successfully shared the effective and simple way for housewives to do fact-checking process of health information with their own smartphones.

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