scholarly journals Beyond ‘fake news’: Opportunities and constraints for teaching news literacy

2021 ◽  
Vol 13 (3) ◽  
pp. 153-159
Author(s):  
Judith E. Rosenbaum ◽  
Jennifer L. Bonnet ◽  
R. Alan Berry
Keyword(s):  
2021 ◽  
Vol 29 (2) ◽  
pp. 5-28
Author(s):  
Sook Choi ◽  
Sungjoong Kim ◽  
Sung Kyum Cho

2020 ◽  
pp. 107769582093098
Author(s):  
Naomi R. Johnson ◽  
Kris Paal ◽  
Erin Waggoner ◽  
Karen Bleier

Concerns about “fake news,” misinformation, and disinformation have led to increasingly urgent calls for News Literacy (NL) education interventions and assessments of their effectiveness. New technologies create ongoing changes in the ways people consume news, which means that NL education assessments must be continuously updated and adapted to address current trends. The purpose of this study was to augment existing NL assessments to incorporate recent aspects of hard news consumption in digital news environments by testing two new scales: the Headline Literacy Scale and the Hard News Standards Knowledge Scale. The results demonstrated both scales were reliable and valid.


Publications ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 23
Author(s):  
João Pedro Baptista ◽  
Elisete Correia ◽  
Anabela Gradim ◽  
Valeriano Piñeiro-Naval

The relationship between a subject’s ideological persuasion with the belief and spread of fake news is the object of our study. Departing from a left- vs. right-wing framework, a questionnaire sought to position subjects on this political-ideological spectrum and demanded them to evaluate five pro-left and pro-right fake and real news, totaling 20 informational products. The results show the belief and dissemination of (fake) news are related to the political ideology of the participants, with right-wing subjects exhibiting a greater tendency to accept fake news, regardless of whether it is pro-left or pro-right fake news. These findings contradict the confirmation bias and may suggest that a greater influence of factors such as age, the level of digital news literacy and psychological aspects in the judgment of fake news are at play. Older and less educated respondents indicated they believed and would disseminate fake news at greater rates. Regardless of the ideology they favor, the Portuguese attributed higher credibility to the sample’s real news, a fact that can be meaningful regarding the fight against disinformation in Portugal and elsewhere.


2019 ◽  
pp. 23-29
Author(s):  
Kanchan Kaur

In India, in the last year alone, over 30 people have died due to child kidnapping rumors spread on social media, specifically WhatsApp. India’s access to the internet shot up in the recent years with the entry of Reliance Jio which made data plans affordable and therefore accessible. WhatsApp has been the most frequently downloaded application. As the country gears up for an important election, the spread of disinformation has accelerated. The right-wing ruling party has claimed that it has over 3 million people in its WhatsApp groups. A recent study by BBC has shown that in the country, most of the disinformation has been spread by the right wing. Call it propaganda, disinformation or plain fake news, false or wrong information has become a part of the political process in India. Moreover, the Indian media no longer seem to be standing up to the government; in the last few years, it has generally toed the government line. The reasons are many, including corporate ownership, regressive laws, and a complete bypass of the media by the powers. The Prime Minister has spoken only to a few selected media houses and has never been asked any tough questions in his five-year tenure. Furthermore, the media has been completely sidelined by this government by it going to the public, directly through social media. All of this has produced a very turgid and messy information situation. With the government also interfering in education, it has become all the more difficult for most educators to introduce critical thinking courses in the country, even though various efforts have been made by Google News Initiative, Facebook and BBC Schools to introduce tools to debunk false information.


Author(s):  
Lesley Farmer

People need to consciously and critically analyze and evaluate mass media messages, especially in the light of increasing fake news; they need to be news literate. The logical time to start teaching such literacy is in K-12 educational settings so that all individuals have the opportunity to learn and practice news literacy. To concretely ascertain California middle and high school students’ level of news literacy, their teacher librarians were surveyed. Not only did the respondents indicate a need for news literacy instruction, but they also indicated that little curriculum attention was given to that need. Moreover, teacher librarians and classroom teachers need training on news literacy. Fake news is a wake-up call to educators and the community at large to gain competency in critically analyzing fake news in particular, and information in general.


2018 ◽  
pp. 120-132 ◽  
Author(s):  
Jeffrey Dvorkin ◽  
Kevin Sylvester
Keyword(s):  

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