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 Humanitarian Communication in a Post-Truth World

2019 ◽  
Vol 1 (1) ◽  
pp. 49-55 ◽  
Author(s):  
Mel Bunce
Keyword(s):  
Media Literacy ◽  
Media Content ◽  
Fake News ◽  
Humanitarian Emergencies ◽  
Humanitarian Crises ◽  
Literacy Training ◽  
Fact Checking

When people look online for information about humanitarian crises, they increasingly encounter media content that blurs the line between reality and fiction. This includes everything from rumour and exaggeration to partisan journalism and completely invented stories designed to look like real news (so-called ‘fake news’). This article shows that disinformation is causing real and serious harm to those affected by humanitarian emergencies; it can undermine the ability of humanitarian workers to provide relief; and it has exacerbated conflict and violence. Disinformation is also making it harder for journalists to report on the humanitarian sector, and hold the powerful to account, because it undermines audience trust in information more generally. The article concludes by considering interventions that could address the challenges of disinformation. It argues for more support of quality journalism about humanitarian crises, as well as media literacy training. Finally, it is crucial that aid agencies and news outlets commit to accuracy and fact checking in their reporting and campaigning.

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.

What Does It Take to Fight Fake News? Testing the Influence of Political Knowledge, Media Literacy, and General Trust on Motivated Reasoning

2020 ◽  
Vol 53 (1) ◽  
pp. 151-167
Author(s):  
Aleš Kudrnáč
Keyword(s):  
Media Literacy ◽  
Motivated Reasoning ◽  
Political Knowledge ◽  
Survey Experiment ◽  
Refugee Crisis ◽  
Fake News ◽  
The Czech Republic ◽  
General Trust ◽  
Literacy Training ◽  
Nationally Representative

This study explores youth accuracy judgments of disinformative and nondisinformative claims. Analyses are based on a nationally representative youth (16–20 years old) survey experiment conducted in the Czech Republic in 2017. When they were exposed to posts regarding refugee crisis, young people were asked to judge the accuracy of the statements accompanying the posts. Motivated reasoning of youth depended primarily on the alignment with the posts and the ideology of participants. Results of this research suggest that motivated reasoning works differently for liberals and conservatives. Perceived amount of media literacy training does not seem to affect directional motivation. General trust works as moderator of motivated reasoning and, in combination with ideology, appears to be important for understanding directional motivation when exposed to disinformation.

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.

Media Literacy and Fake News

2018 ◽  
pp. 255-268
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 Fake News in the Ukrainian Media Space: Technologies of Experimental Projects

2019 ◽  
pp. 29-37
Author(s):  
Alla Mykolaienko
Keyword(s):  
Media Literacy ◽  
Fake News ◽  
False Information ◽  
Research Organizations ◽  
System Method ◽  
Media Space ◽  
The Media ◽  
Fact Checking ◽  
The Impact

The article considers dissemination of experimental fake messages by research organizations through analysis of media and audience feedback. The objective of the research is to study the main techniques of fake creation on the basis of experimental fakes traced in the Ukrainian information space. The methods used in the article are the following: analysis – to study the state of media landscape as to availability of fake news; the system method – to establish the ways of fake dissemination; the systematization method – to determine fakes’ features and characteristics. The preconditions, reasons and specifics of creation and intentional dissemination of false information in the society are studied in the article. As a result of the research, the role of pilot projects related to fake dissemination as part of popularization of ideas of media literacy and media education has been identified. It is analyzed the impact of experimental fake news on the media and the general public, in particular on dissemination of messages by the users in social networks. Simultaneously the thesis that regional journalists automatically rewrite and repost the Ukrainian mass media is refuted, as we have traced their professional response to dissemination of false information. The verification of facts (fact checking) is mandatory for journalists and necessary for every consumer of information, as making the media responsible for the facts is not an indication of media literacy.

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.

scholarly journals Young Spanish Adults and Disinformation: Do They Identify and Spread Fake News and Are They Literate in It?

Publications ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 2
Author(s):  
Aida María de Vicente de Vicente Domínguez ◽  
Ana Beriain Beriain Bañares ◽  
Javier Sierra Sierra Sánchez
Keyword(s):  
Young Adults ◽  
Information Literacy ◽  
Quantitative Method ◽  
Spanish Population ◽  
Fake News ◽  
Know How ◽  
Literacy Training ◽  
Structured Questionnaire ◽  
Do So

The infodiet of young Spanish adults aged 18 to 25 was analysed to determine their attitude towards fake news. The objectives were: to establish whether they have received any training in fake news; to determine whether they know how to identify fake information; and to investigate whether they spread it. The study employed a descriptive quantitative method consisting of a survey of 500 representative interviews of the Spanish population aged between 18 and 25 through a structured questionnaire. The results indicate that they are aware of the importance of training, although generally they do not know of any course and when they do, they do not tend to enroll on one either due to lack of interest or time. These young adults feel that they know how to identify fake content and, moreover, that they know how to do so very well. However, they do not use the best tools. While they do not always verify information, they mainly suspect the credibility of information when it is meaningless. However, they do not tend to spread fake information. We conclude that media information literacy training (MILT) is necessary in educational centres that focuses on the main issues identified.

Using NLP for Fact Checking: A Survey

Designs ◽  
2021 ◽  
Vol 5 (3) ◽  
pp. 42
Author(s):  
Eric Lazarski ◽  
Mahmood Al-Khassaweneh ◽  
Cynthia Howard
Keyword(s):  
Natural Language Processing ◽  
Natural Language ◽  
Computer Science ◽  
Language Processing ◽  
The Internet ◽  
Fake News ◽  
Fact Checking ◽  
The Many ◽  
Human Powered ◽  
The Web

In recent years, disinformation and “fake news” have been spreading throughout the internet at rates never seen before. This has created the need for fact-checking organizations, groups that seek out claims and comment on their veracity, to spawn worldwide to stem the tide of misinformation. However, even with the many human-powered fact-checking organizations that are currently in operation, disinformation continues to run rampant throughout the Web, and the existing organizations are unable to keep up. This paper discusses in detail recent advances in computer science to use natural language processing to automate fact checking. It follows the entire process of automated fact checking using natural language processing, from detecting claims to fact checking to outputting results. In summary, automated fact checking works well in some cases, though generalized fact checking still needs improvement prior to widespread use.

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