scholarly journals Critical thinking efficacy and transfer skills defend against ‘fake news’ at an international school in Finland

2019 ◽  
Vol 18 (1) ◽  
pp. 23-41 ◽  
Author(s):  
Shane Horn ◽  
Koen Veermans
Keyword(s):  
Critical Thinking ◽  
Digital Media ◽  
Media Literacy ◽  
International Baccalaureate ◽  
Significant Degree ◽  
International School ◽  
Skills Development ◽  
Fake News ◽  
Educational Environments ◽  
Digital Media Literacy

In this study, tasks measuring digital media literacy developed by Stanford University were administered at a school in Finland to consider the efficacy and transfer of critical thinking (CT) skills of a ‘pre-IB’ cohort preparing to enter the two year International Baccalaureate Diploma Programme (IBDP) and a graduating ‘IB2’ cohort. While the IB2 cohort outperformed the pre-IB cohort, both outperformed Stanford’s U.S. cohorts to a statistically significant degree. Utilising a framework of curricular approaches to facilitating CT skills development as a variable of interest for causal-comparison, it was determined that the Finnish curricula and the IBDP explicitly facilitate CT skills as a separate course while embedding CT into subject coursework, whereas the curriculum in the U.S. implicitly embeds CT into subject coursework only. Implications for improving facilitation of CT in curricula design, professionalising CT across the field, and the benefits of replicating existing studies in differing socio-educational environments are discussed.

scholarly journals Radical Digital Media Literacy in a Post-Truth Anti-Trump Era

2018 ◽  
Vol 111 ◽  
pp. 23-29
Author(s):  
Alexandra Juhasz
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Action Plan ◽  
Community Building ◽  
Fake News ◽  
Art Making ◽  
Spring Semester ◽  
Current Crisis ◽  
Digital Media Literacy ◽  
Trump Administration

I have engaged in a series of linked pedagogical experiments—one woman’s pedagogic resistance, aligned with many others through making poetry together, by way of digital media literacy—over the duration of the Trump administration. These have been acts of engaged, enraged intellectual citizenship in three parts: 1. an online digital media primer about fakenews, #100hardtruths-#fakenews, produced over the first 100 days of the administration; 2. nine Fake News Poetry Workshops held over the spring semester of 2018, these making use of that online primer and co-facilitated by poets in different locations and communities, and 3. an action plan to further mobilize the primer, poems, and workshops to a scale larger than my own personal pedagogy, still in process. These experiments are first and foremost acts of civic engagement qua pedagogy, art-making, and community-building. They are organized to create and make use of responsive formats, processes, and places to better express our keen knowledge, concern, and curiosity about inter-related phenomena given the current crisis of fake news: self, community, and the world, the fake and real, our own power and that of (social) media.

scholarly journals Digital Media Literacy Campaign in Identifying News

2018 ◽  
Vol 73 ◽  
pp. 14015
Author(s):  
Tandiyo Pradekso ◽  
Djoko Setyabudi ◽  
Rouli Manalu
Keyword(s):  
High School Students ◽  
Digital Media ◽  
Media Literacy ◽  
Literacy Programs ◽  
Young Generation ◽  
Fake News ◽  
School Students ◽  
Public And Private ◽  
Literacy Campaign ◽  
Digital Media Literacy

This article explains the ways in which a digital media literacy campaign was conducted to help groups of adolescent to identify fake news or hoax and to prevent the further dissemination of fake news. A number of research have shown that young generation, or popularly known as millennials, is the age group of media users that has the highest tendency to read and to spread hoax or fake news. This is also tied to the fact that millennial spend more time on the Internet, and therefore have higher exposure to many various types information, including fake news. Based on the digital media campaign programs that was conducted in several public and private high schools in Semarang, Indonesia, this article will explicate the initial condition regarding the ability of high-school students in recognizing and identifying fake news before the digital media literacy campaign, and then explain how the campaign helping students to improve the ability to do so. This article will further describe the challenges faced in the typical media literacy campaign and several suggestions to overcome those challenges in future digital media literacy programs.

Mapping the fake news infodemic amidst the COVID-19 pandemic: A study of Indian fact-checking websites

2021 ◽  
Vol 14 (1) ◽  
pp. 93-116 ◽  
Author(s):  
Kaifia Ancer Laskar ◽  
Mohammad Reyaz
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Fake News ◽  
Alternative Medicines ◽  
Personal Bias ◽  
The Status ◽  
Fact Checking ◽  
The Government ◽  
Digital Media Literacy ◽  
The Impact

Fake news, a term that was never heard a decade back, has established a subculture of misinformation and disinformation, whether intentionally or unintentionally, on social media by its users. The personal bias as well as unverified content sharing through the click of a button has not only led to the epidemic of fake content across the world, but in countries like India, it has also led to lynching and violence in various places. This article tries to find the rate of debunked or fact-checked content during the COVID-19 pandemic in India related to the enforcement of the nationwide lockdown, false claims of cure or immunity boost, political blame gaming, the impact of the pandemic on economy, religious polarization, as well as fake news on related issues concerning other countries apart from India. We try to discern in this article whether fact-checked items of disinformation were more on communal issues than the cure/claims of alternative medicines. We also try to unearth if there were a larger number of international items covered by the fact-checking sites given the status of the COVID-19 crisis in other countries than the lockdown (issues related to nationwide lockdown declared in India). Using content analysis of two fake news debunking websites Boom Live and Alt News, for six months (March–August 2020) during the COVID-19 pandemic, we argue that there were a lesser number of disinformation or fake news on treatment-related fake news compared to those on polarizing issues. We also posit that there were more fake news on the nationwide lockdown imposed in India than on its impact on the economy. In a bid to map the fake news and disinformation debunked by these two select websites, we find that the genealogy of fake news works with our personal biases and fears, thereby making media literacy all the more indispensable given the reach of internet-based news. The urgent need for stringent regulations by an autonomous body of the government to curb the fake news ecosystem is recommended by us along with emphasizing digital media literacy.

The art of youthful restraint: negotiating youth-adult relations in digital media literacy

2021 ◽  
pp. 1-14
Author(s):  
Carlos Jimenez ◽  
Lynn Schofield Clark ◽  
Heather Kennedy ◽  
Stephanie Nisle ◽  
Corey Engle ◽  
...  
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Digital Media Literacy

Tunisian High School Students and Digital Media Literacy: A Quantitative Study

2021 ◽  
pp. 002205742110259
Author(s):  
Tarak Dridi
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Media ◽  
Secondary Students ◽  
Media Literacy ◽  
Quantitative Study ◽  
School Students ◽  
Information And Communication ◽  
Digital Media Literacy ◽  
The Impact

Digital media literacy has become an intrinsic component in shaping high school students’ knowledge acquisition and critical thoughts. Over the last two decades, internet and computers have been the implemented tools to reach such goals and promote the students’ learning. This article looks for the impact of Information and Communication Technology (ICT) on Tunisian secondary school students by detecting their technical skills as well as their critical understanding. This quantitative study relies on a self-reporting approach and targets 150 Tunisian secondary students. It proves the necessary consideration of technological and social variables in helping sort out major digital handicaps related to secondary students and displays the interconnectedness between the different dimensions of digital media literacy. It also displays that Tunisian high school students cannot be referred to as digital-media literate people. The study contributes to the field of digital media literacy as it offers a solid empirical background to build on and indicates the necessity of integrating digital media literacy into the school-based initiatives.

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