scholarly journals MEDIA LITERACY TOOLS IN COMBATING DISINFORMATION AND FAKE NEWS IN SOCIAL MEDIA

2020 ◽  
Vol 13(62) (1) ◽  
pp. 103-112
Author(s):  
Maria Magdalena POPESCU
Keyword(s):  
Social Media ◽  
New Media ◽  
Media Literacy ◽  
Literacy Skills ◽  
User Generated Content ◽  
Fake News ◽  
Mainstream Media ◽  
Inaccurate Information ◽  
Raising Awareness ◽  
Cognitive Influence

If mainstream media meant one sender and inordinate receivers, nowadays, new media brought the chance and challenge to have numberless senders and receivers at the same time, in a network of information. Along with polyphonic chunks, inaccurate information penetrates the echo-chambers we create. The danger is that unless timely spotted, it sows disinformation and polarization. The solution resides in media literacy skills, in raising awareness over types of communication products meant for malicious use especially within social media where user generated content contributes to proliferating and spreading the content at incredible speed. The present paper is meant to present ways that help individuals avoid being subject to mal-intended behavioural and cognitive influence.

scholarly journals SOCIAL MEDIA, SOCIAL COMPETENCE DAN REMAJA

2015 ◽  
Vol 1 (2) ◽  
pp. 146
Author(s):  
Khotimatus Sholikhati
Keyword(s):  
Social Media ◽  
Social Competence ◽  
New Media ◽  
Digital Media ◽  
Media Literacy ◽  
Literacy Skills ◽  
Young Generation ◽  
Use Of Social Media ◽  
Competence Framework ◽  
Digital Media Literacy

Social media is one of the results of the development new media. It grows with a wide variety of information and technology applications and has a great demand by all levels of society. The use of social media can provide a dual effect on the social fabric of society, especially the youth, because youth are the active users of social media. Students as a young generation need to be prepared with digital media literacy skills to be able to use digital media intelligently and effectively. This study aims to determine the ability of the digital media literacy of students STIKOM LSPR Jakarta, in particularly of the usegae of social media. The research used the instrument of Social Competence Framework based on European Commission (2009) to determine the level of digital media literacy of students. The results showed that the media literacy of students STIKOM LSPR including medium level based on their social competence. Moreover, the result can be used as a foundation in creating digital media literacy education programs.

scholarly journals SOCIALIZATION AND EMPOWERING COMMUNITY OF ANTIHOAX IN DENPASAR

ICCD ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 92-96
Author(s):  
Ni Made Ras Amanda
Keyword(s):  
Social Media ◽  
Mass Media ◽  
New Media ◽  
Media Literacy ◽  
The Other ◽  
Fake News ◽  
Information Communication ◽  
The Real ◽  
Individual User ◽  
Communication And Technology

Information, communication, and technology (ICT) in communities now have been major needs. Media nowadays developed in to new media like social media. Social media have different characteristic compared to mass media. One of the differences is the source or communicator. In social media, the communicator often unknown. The other characteristic is, social media has a massive effect through individual user. Ironically, not all the news and information which spread out in social media is a real news or fake news and hoaxes. In the other hand, social media user didn’t have media literacy to recognize the fake and the real news. to counter that, it needs to build awareness and empowering community of anti-hoax in Denpasar, as the biggest city in Bali. The activities were socialization in diverse age, researched, and campaign in the heart of Denpasar involving the vice governor of Bali Province.

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 The Politics of Social Media Manipulation

2020 ◽  
Keyword(s):  
Social Media ◽  
New Media ◽  
Empirical Studies ◽  
Fake News ◽  
Mainstream Media ◽  
Media Technologies ◽  
Data Journalism ◽  
Digital Methods ◽  
Media Systems ◽  
Media Manipulation

Disinformation and so-called fake news are contemporary phenomena with rich histories. Disinformation, or the willful introduction of false information for the purposes of causing harm, recalls infamous foreign interference operations in national media systems. Outcries over fake news, or dubious stories with the trappings of news, have coincided with the introduction of new media technologies that disrupt the publication, distribution and consumption of news -- from the so-called rumour-mongering broadsheets centuries ago to the blogosphere recently. Designating a news organization as fake, or der Lügenpresse, has a darker history, associated with authoritarian regimes or populist bombast diminishing the reputation of 'elite media' and the value of inconvenient truths. In a series of empirical studies, using digital methods and data journalism, the authors inquire into the extent to which social media have enabled the penetration of foreign disinformation operations, the widespread publication and spread of dubious content as well as extreme commentators with considerable followings attacking mainstream media as fake.

Critique and the video production classroom: providing students the skills to navigate new media literacies

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jessie Nixon
Keyword(s):  
Young People ◽  
New Media ◽  
Digital Media ◽  
Media Literacy ◽  
Literacy Skills ◽  
Video Production ◽  
Structured Interviews ◽  
Content Type ◽  
New Media Literacy ◽  
The Impact

Purpose This paper aims to demonstrate how teaching the discourse of critique, an integral part of the video production process, can be used to eliminate barriers for young people in gaining new media literacy skills helping more young people become producers rather than consumers of digital media. Design/methodology/approach This paper describes an instrumental qualitative case study (Stake, 2000) in two elective high school video production classrooms in the Midwestern region of the USA. The author conducted observations, video and audio recorded critique sessions, conducted semi-structured interviews and collected artifacts throughout production including storyboards, brainstorms and rough and final cuts of videos. Findings Throughout critique, young video producers used argumentation strategies to cocreate meaning, multiple methods of inquiry and questioning, critically evaluated feedback and synthesized their ideas and those of their peers to achieve their intended artistic vision. Young video producers used feedback in the following ways: incorporated feedback directly into their work, rejected and ignored feedback, or incorporated some element of the feedback in a way not originally intended. Originality/value This paper demonstrates how teaching the discourse of critique can be used to eliminate barriers for young people in gaining new media literacy skills. Educators can teach argumentation and inquiry strategies through using thinking guides that encourage active processing and through engaging near peer mentors. Classroom educators can integrate the arts-based practice of the pitch critique session to maximize the impact of peer-to-peer learning.

What the fake? Assessing the extent of networked political spamming and bots in the propagation of #fakenews on Twitter

2019 ◽  
Vol 43 (1) ◽  
pp. 53-71 ◽  
Author(s):  
Ahmed Al-Rawi ◽  
Jacob Groshek ◽  
Li Zhang
Keyword(s):  
Social Media ◽  
Data Sets ◽  
Fake News ◽  
Content Type ◽  
Mainstream Media ◽  
News Discourse ◽  
Twitter Data ◽  
News Organizations ◽  
Twitter Users ◽  
One Year

PurposeThe purpose of this paper is to examine one of the largest data sets on the hashtag use of #fakenews that comprises over 14m tweets sent by more than 2.4m users.Design/methodology/approachTweets referencing the hashtag (#fakenews) were collected for a period of over one year from January 3 to May 7 of 2018. Bot detection tools were employed, and the most retweeted posts, most mentions and most hashtags as well as the top 50 most active users in terms of the frequency of their tweets were analyzed.FindingsThe majority of the top 50 Twitter users are more likely to be automated bots, while certain users’ posts like that are sent by President Donald Trump dominate the most retweeted posts that always associate mainstream media with fake news. The most used words and hashtags show that major news organizations are frequently referenced with a focus on CNN that is often mentioned in negative ways.Research limitations/implicationsThe research study is limited to the examination of Twitter data, while ethnographic methods like interviews or surveys are further needed to complement these findings. Though the data reported here do not prove direct effects, the implications of the research provide a vital framework for assessing and diagnosing the networked spammers and main actors that have been pivotal in shaping discourses around fake news on social media. These discourses, which are sometimes assisted by bots, can create a potential influence on audiences and their trust in mainstream media and understanding of what fake news is.Originality/valueThis paper offers results on one of the first empirical research studies on the propagation of fake news discourse on social media by shedding light on the most active Twitter users who discuss and mention the term “#fakenews” in connection to other news organizations, parties and related figures.

scholarly journals Advancing children’s news media literacy: learning from the practices and experiences of young Australians

2018 ◽  
Vol 41 (5) ◽  
pp. 689-707
Author(s):  
Tanya Notley ◽  
Michael Dezuanni
Keyword(s):  
Social Media ◽  
Media Literacy ◽  
News Media ◽  
Social Impact ◽  
Literacy Learning ◽  
Literacy Education ◽  
Fake News ◽  
News Stories ◽  
Media Literacy Education ◽  
Nationally Representative

Social media use has redefined the production, experience and consumption of news media. These changes have made verifying and trusting news content more complicated and this has led to a number of recent flashpoints for claims and counter-claims of ‘fake news’ at critical moments during elections, natural disasters and acts of terrorism. Concerns regarding the actual and potential social impact of fake news led us to carry out the first nationally representative survey of young Australians’ news practices and experiences. Our analysis finds that while social media is one of young people’s preferred sources of news, they are not confident about spotting fake news online and many rarely or never check the source of news stories. Our findings raise important questions regarding the need for news media literacy education – both in schools and in the home. Therefore, we consider the historical development of news media literacy education and critique the relevance of dominant frameworks and pedagogies currently in use. We find that news media has become neglected in media literacy education in Australia over the past three decades, and we propose that current media literacy frameworks and pedagogies in use need to be rethought for the digital age.

scholarly journals Fake and Real News detection Using Python

2020 ◽  
pp. 423-428
Author(s):  
Fakhra Akhtar ◽  
Faizan Ahmed Khan
Keyword(s):  
Social Media ◽  
Fake News ◽  
False Information ◽  
False Negatives ◽  
Mainstream Media ◽  
Social Media Platforms ◽  
The Masses ◽  
Negative Attributes ◽  
Entire Dataset ◽  
F Measure

<p>In the digital age, fake news has become a well-known phenomenon. The spread of false evidence is often used to confuse mainstream media and political opponents, and can lead to social media wars, hatred arguments and debates.Fake news is blurring the distinction between real and false information, and is often spread on social media resulting in negative views and opinions. Earlier Research describe the fact that false propaganda is used to create false stories on mainstream media in order to cause a revolt and tension among the masses The digital rights foundation DRF report, which builds on the experiences of 152 journalists and activists in Pakistan, presents that more than 88 % of the participants find social media platforms as the worst source for information, with Facebook being the absolute worst. The dataset used in this paper relates to Real and fake news detection. The objective of this paper is to determine the Accuracy , precision , of the entire dataset .The results are visualized in the form of graphs and the analysis was done using python. The results showed the fact that the dataset holds 95% of the accuracy. The number of actual predicted cases were 296. Results of this paper reveals that The accuracy of the model dataset is 95.26 % the precision results 95.79 % whereas recall and F-Measure shows 94.56% and 95.17% accuracy respectively.Whereas in predicted models there are 296 positive attributes , 308 negative attributes 17 false positives and 13 false negatives. This research recommends that authenticity of news should be analysed first instead of drafting an opinion, sharing fake news or false information is considered unethical journalists and news consumers both should act responsibly while sharing any news.</p>

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