About the Journal
About the Journal
Editorial Board
Scientific Council
Ethical Code
Special Issue
Terms of the journal
GDRP - information on the processing of personal data
Indexing
Licenses & Access
Archive
For Authors
Publishing Policy
Technical instruction for the authors
Ethical Code for authors
Agreement CC BY-SA
Copyright statement
Review procedure
The procedure of reviewing
Ethical Code or Peer Reviewers
Reviewer's form
List of reviewers
Contact
About the Journal
About the Journal
Editorial Board
Scientific Council
Ethical Code
Special Issue
Terms of the journal
GDRP - information on the processing of personal data
Indexing
Licenses & Access
ORIGINAL PAPER
Fake news and disinformation as a challenge for modern media education
1
Uniwersytet Rzeszowski
Submission date: 2024-03-01
Final revision date: 2024-07-13
Acceptance date: 2024-07-26
Publication date: 2024-09-22
JoMS 2024;58(4):320-333
KEYWORDS
TOPICS
ABSTRACT
Objectives:
The aim of the article is to draw attention to the need to introduce content devoted to fake news and manifestations of disinformation into media education programs.
Material and methods:
The article, based on the review of the literature presents the changes that the media sphere has been increasingly undergoing in recent years, which is increasingly saturated with low-quality information. This makes it necessary for educators to update media education programs with content related to dealing with such an information environment.
Results:
The article indicates basic issues and concepts in the field of counteracting disinformation, which should be the basis for preparing educational programs in the field of modern media education, preparing its recipients for the challenges related to the development of the modern mediasphere.
Conclusions:
Three groups of such content were proposed as a form of recommendation: competences related to knowledge of specific tools, critical thinking skills and awareness of the need to constantly update one's knowledge.
The aim of the article is to draw attention to the need to introduce content devoted to fake news and manifestations of disinformation into media education programs.
Material and methods:
The article, based on the review of the literature presents the changes that the media sphere has been increasingly undergoing in recent years, which is increasingly saturated with low-quality information. This makes it necessary for educators to update media education programs with content related to dealing with such an information environment.
Results:
The article indicates basic issues and concepts in the field of counteracting disinformation, which should be the basis for preparing educational programs in the field of modern media education, preparing its recipients for the challenges related to the development of the modern mediasphere.
Conclusions:
Three groups of such content were proposed as a form of recommendation: competences related to knowledge of specific tools, critical thinking skills and awareness of the need to constantly update one's knowledge.
REFERENCES (30)
1.
Allcott, H., Gentzkow, M. (2017). Social media and fake news in the 2016 election. Journal of Economic Perspectives, 31(2), 211–236.
2.
Baron-Polańczyk, E. (2019). Boty, trolle i fake news – uważaj, kto cię uczy! Edukacja – Technika – Informatyka, 10(2), 218–226.
3.
Benito-Osorio, D., Peris-Ortiz, M., Armengot, C.R., Colino, A. (2013). Web 5.0: the future of emotional competences in higher education. Global Business Perspectives, 1(3), 274–287.
4.
Bozdag, E., Van Den Hoven, J. (2015). Breaking the filter bubble: democracy and design. Ethics and Information Technology, 17, 249–265.
5.
Breakstone, J., Smith, M., Wineburg, S., Rapaport, A., Carle, J., Garland, M., Saavedra, A. (2019). Student’s civic online reasoning: Anational portrait. Stanford History Education Group & Gibson Consulting.
6.
Broniatowski, D.A., Jamison, A.M., Qi, S., Al Kulaib, L., Chen, T., Benton, A., Quinn, S.C., Dredze, M. (2018). Weaponized health communication: Twitter bots and Russian trolls amplify the vaccine debate. American Journal of Public Health, 108(10), 1378–1384.
7.
Dame Adjin-Tettey, T. (2022). Combating fake news, disinformation, and misinformation: Experimental evidence for media literacy education. Cogent Arts & Humanities, 9(1), 2037229.
8.
Fleerackers, T., Meyvis, M. (2024). Web 1.0 vs Web 2.0 vs Web 3.0 vs Web 4.0 vs Web 5.0 – A bird’s eye on the evolution and definition. Pobrano z: https://flatworldbusiness.word... (dostęp: 25.02.2024).
9.
Fuchs, C., Hofkirchner, W., Schafranek, M., Raffl, C., Sandoval, M., Bichler, R. (2010). Theoretical foundations of the web: cognition, communication, and co-operation. Towards an understanding of Web 1.0, 2.0, 3.0. Future Internet, 2(1), 41–59.
10.
Goldberg, D. (2017). Responding to Fake News: Is There an Alternative to Law and Regulation. Southwestern Law Review, 47, 417–447.
11.
Hobbs, R. (2017). Teach the conspiracies. Knowledge Quest, 46(1), 16–24. Kambil, A. (2008). What is your Web 5.0 strategy? Journal of Business Strategy, 29(6), 56–58.
13.
Masterman, L. (1989). Media Awareness Education: Eighteen Basic Principles. Pobrano z: http://www.medialit.net/readin... (dostęp: 18.02.2024).
14.
Nguyen, C.T. (2020). Echo chambers and epistemic bubbles. Episteme,17(2), 141–161.
15.
Ogonowska, A. (2022). Edukacja medialna 4.0. Między technokulturą, cyberpsychologią a medialnym kulturoznawstwem i medialną pedagogiką. Strategie – praktyki – instytucje. Annales Universitatis Paedagogicae Cracoviensis. 362. Studia de Cultura,14(4), 5. Pariser, E. (2011). The filter bubble: What the Internet is hiding from you. London: Penguin UK.
16.
Pręgowski, M.P., Juza, M. (2011). Twórczość w Internecie. Prosumenci, kognitariat, demokratyzacja. Zagadnienia Naukoznawstwa, 4(190), 701–709.
17.
Ptaszek, G. (2019). Edukacja medialna 3.0. Krytyczne rozumienie mediów cyfrowych w dobie Big Data i algorytmizacji. Kraków: Wydawnictwo Uniwersytetu Jagiellońskiego.
19.
Rosińska, K., Jedynak, P. (2023). Jak nauczyć studentów krytycznego myślenia i poprawnego dobierania źródeł. Warszawa: PWN.
20.
Rozkosz, E. (2017). Uczenie się badawczych kompetencji informacyjnych. Przegląd literatury. Przegląd Pedagogiczny, 2, 66–82. Skibińska, M. (2021). Kompetencje informacyjne – przegląd tendencji rozwojowych koncepcji information literacy. Przegląd Badań Edukacyjnych (Educational Studies Review), (34), 181–207.
21.
Strykowski, W. (1997). Media w edukacji: od nowych technik nauczania do pedagogiki i edukacji medialnej. W: W. Strykowski (red.), Media a edukacja, 11–20. eMPi2.
22.
Świątek, B. (2017). Możliwości rozbudzania myślenia krytycznego w edukacji wczesnoszkolnej. . Prace Naukowe Wyższej Szkoły Zarządzania i Przedsiębiorczości z siedzibą w Wałbrzychu, (44), 139–151.
23.
Tadeusiewicz, R. (2002). Społeczność Internetu. Warszawa: Akademicka Oficyna Wydawnicza Exit.
24.
Terren, L., Borge, R. (2021). Echo Chambers on Social Media: A Systematic Review of the Literature. Review of Communication Research, 9, 99–118.
25.
Walter, N. (2018). Współczesne wyzwania pedagogiki i edukacji medialnej. Neodidagmata, 36/37, 39–48.
26.
Wardle, C. (2016). Fake news. It’s complicated. Pobrano z: https://firstdraftnews.org/art... (dostęp: 26.02.2024).
27.
Wardle, C., Derakhshan, H. (2017). Information disorder: toward an interdisciplinary framework for research and policy making. Pobrano z: https://rm.coe.int/information... (dostęp: 25.02.2024).
28.
Williams, R. (2018). Fighting ,,Fake News in an Age of Digital Disorientation: Towards Real News, Critical Media Literacy Education, and Independent Journalism for 21st Century Citizens. W: C.Z. Goering, P.L. Thomas (ed.), Critical Media Literacy and Fake News in Post-Truth America, 53–65. Leiden: Brill Sense.
29.
Wójtowicz, K. (2023). Fake news, dezinformacja, weryfikacja – szkoła wobec nadprodukcji informacji. W: K. Jeznach, A. Kowalkiewcz-Kulesza (red.), Szkoła jutra? Tradycja i (r)ewolucje w edukacji, 223–236. Łódź: Wydawnictwo Uniwersytetu Łódzkiego.
30.
Yang, W. (2022). Artificial Intelligence education for young children: Why, what, and how in curriculum design and implementation. Computers and Education: Artificial Intelligence, 3, 100061.
Share
RELATED ARTICLE
| eISSN: | 2391-789X |
| ISSN: | 1734-2031 |
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
