News Credibility and Media Literacy in the Digital Age

2019 ◽  
pp. 135-155
Author(s):  
Stephanie Jean Tsang
Keyword(s):  
Media Literacy ◽  
Digital Age ◽  
Motivated Reasoning ◽  
Literacy Education ◽  
Point Of View ◽  
Fake News ◽  
News Content ◽  
Media Literacy Education ◽  
Digital Era ◽  
News Credibility

With the hostile media phenomenon as an overarching framework, this chapter discusses how challenging it can be for media literacy education to successfully combat motivated reasoning in which individuals are likely to be hostile when exposed to news content that is incongruent with their personal point of view. Such discussion is vital in times when news audiences are cynical and skeptical towards both politicians and media agencies. Given the importance of understanding and studying individuals' perceptions of news biases and assessments of news credibility, this chapter makes a case for establishing more objective standards for journalistic work to overcome the challenges brought about by the rise of fake news in the digital era.

News Credibility and Media Literacy in the Digital Age

2021 ◽  
pp. 544-564
Author(s):  
Stephanie Jean Tsang
Keyword(s):  
Media Literacy ◽  
Digital Age ◽  
Motivated Reasoning ◽  
Literacy Education ◽  
Point Of View ◽  
Fake News ◽  
News Content ◽  
Media Literacy Education ◽  
Digital Era ◽  
News Credibility

With the hostile media phenomenon as an overarching framework, this chapter discusses how challenging it can be for media literacy education to successfully combat motivated reasoning in which individuals are likely to be hostile when exposed to news content that is incongruent with their personal point of view. Such discussion is vital in times when news audiences are cynical and skeptical towards both politicians and media agencies. Given the importance of understanding and studying individuals' perceptions of news biases and assessments of news credibility, this chapter makes a case for establishing more objective standards for journalistic work to overcome the challenges brought about by the rise of fake news in the digital era.

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.

Teaching Truth, Lies, and Accuracy in the Digital Age: Media Literacy as Project-Based Learning

2019 ◽  
Vol 74 (2) ◽  
pp. 185-198 ◽  
Author(s):  
Yonty Friesem
Keyword(s):  
Media Literacy ◽  
Power Relations ◽  
Digital Age ◽  
Literacy Education ◽  
Learning Model ◽  
Literacy Skills ◽  
Project Based Learning ◽  
Media Literacy Education

The post-truth era has challenged traditional ways of teaching journalism and media literacy. Media literacy education can offer a useful lens for teaching students to be more critical. This pedagogy article describes a semester-long undergraduate course designed to deconstruct information disorder in the post-truth era by looking at economics, ideology, and power relations. Applying a project-based learning model allowed students to enhance their digital and media literacy skills by inquiring about the accuracy of a variety of sources centered on a single story.

scholarly journals Educating for Democracy in a Partisan Age

2016 ◽  
Vol 54 (1) ◽  
pp. 3-34 ◽  
Author(s):  
Joseph Kahne ◽  
Benjamin Bowyer
Keyword(s):  
Media Literacy ◽  
Motivated Reasoning ◽  
Political Knowledge ◽  
Literacy Education ◽  
Policy Position ◽  
Representative Survey ◽  
Public Issues ◽  
Media Literacy Education ◽  
Truth Claims ◽  
Nationally Representative

This article investigates youth judgments of the accuracy of truth claims tied to controversial public issues. In an experiment embedded within a nationally representative survey of youth ages 15 to 27 ( N = 2,101), youth were asked to judge the accuracy of one of several simulated online posts. Consistent with research on motivated reasoning, youth assessments depended on (a) the alignment of the claim with one’s prior policy position and to a lesser extent on (b) whether the post included an inaccurate statement. To consider ways educators might improve judgments of accuracy, we also investigated the influence of political knowledge and exposure to media literacy education. We found that political knowledge did not improve judgments of accuracy but that media literacy education did.

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