Book Review: Fact vs. fiction: Teaching critical thinking skills in the age of fake news

Carter, Morgan

doi:10.23860/jmle-2019-11-3-10

Cited by 6 publications

(7 citation statements)

References 5 publications

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“…Currently, there are different views on ways to combat the spread of disinformation. On the one hand, researchers recommend increasing the overall level of media literacy (Carter, 2019;Kleemans, Eggink, 2016;Mason el at., 2018) and teaching critical thinking skills (La Garde, Hudgins, 2018: 15). Researchers suggest that media literacy will become one of the tools to combat the spread of false information on the Internet (Tsao, 2019).…”

Section: Discussionmentioning

confidence: 99%

Improving Media Education as a Way to Combat Fake News

2020

Media Education (Mediaobrazovanie)

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Section: Discussionmentioning

confidence: 99%

Improving Media Education as a Way to Combat Fake News

2020

Media Education (Mediaobrazovanie)

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“…One of the main factors that influence online misinformation trust is the low level of education or digital literacy (Baptista & Gradim, 2020). This fake news can be overcome by media literacy strategies (Carter, 2019) and information literacy (Scheibenzuber et al, 2021). In the era of fake news, information consumption patterns require media literacy to access, understand, analyze, evaluate, produce content, and differentiate between real and fake news (De Vicente Domínguez et al, 2021).…”

Section: The Relation Of Keyword Media Literacy and Information Liter...mentioning

confidence: 99%

“…The increasing adoption of digital technology worldwide has been accompanied by an increase in the spread of fake news (Lim & Tan, 2020). The spread of fake news occurs along with the widespread use of social media (Carter, 2019), such as Facebook, WhatsApp, Twitter, and Instagram (S. Sharma & Sharma, 2019). The Ethical Journalism Network (EJN) defines fake news as information that is intentionally created and published with the intent to deceive and mislead others into believing lies or doubting verifiable facts (De Vicente Domínguez et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Research Mapping in the Use of Technology for Fake News Detection: Bibliometric Analysis from 2011 to 2021

Gunawan

Ratmono

Abdullah

et al. 2022

Indonesian J. Sci. Technol

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This study aims to (1) determine research developments, (2) produce research distribution maps based on co-authorship analysis, (3) produce research distribution maps based on citation analysis, (4) produce research distribution maps based on co-citation analysis, (5) produce a research distribution map based on co-occurrence analysis, and (6) find out the state-of-the-art research in the use of technology for fake news detection. This study uses a quantitative method with a descriptive approach in bibliometric analysis from 2011 to 2021. From the research results obtained (1) the development of research publications in the field of the use of technology for fake news detection shows an increase, (2) the interrelationships between countries of authors, organizations affiliated with the authors, and among authors, (3) distribution map of citation analysis based on units of countries, sources, and authors, (4) distribution map of co-citation analysis based on unit cited sources and cited authors, (5) connection of keyword in the use of technology for fake news detection publications is related to literacy skills such as media literacy and information literacy, and (6) several research trends that researchers have widely used in the last 2 years including COVID-19, media literacy, and cyber deception. The research results can be used to determine the development of research o in the use of technology for fake news detection and as a reference for developing further research in the use of technology for fake news detection.

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“…With the proliferation of Internet-abled devices, today's students have instant access to an abundance of information even when they do not actively search for it (Anderson & Jiang, 2018;LaGarde & Hudgins, 2018). Since this increased access exposes students to a variety of trustworthy and deceptive online sources (Ireton & Posetti, 2018), students will encounter nefarious, inaccurate, or incomplete examples of online information including fake news, misinformation, disinformation, clickbait, propaganda, hoaxes and satire, echo chambers, algorithmic personalization (Hobbs, 2017a(Hobbs, , 2017c, and mining of personal data aimed to inform and benefit a variety of agendas (Zuboff, 2019).…”

Section: Introductionmentioning

confidence: 99%

Integrating Media Literacy Across the Content Areas

Korona

Hutchison

2023

Reading Research Quarterly

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Teachers must first acquire the necessary media literacy skills, strategies, dispositions, and pedagogy to impactfully integrate media literacy into their instruction. Furthermore, previous studies have suggested designing curricular resources as an effective form of media literacy professional learning. This case study examined how high school teachers of different content areas integrate media literacy into their instruction while participating in an online professional development course and how high school teachers applied the content from a media literacy online professional development course to design media literacy instruction. Findings indicated teachers made minor changes to their previous instructional practice, which indicated that participating in the online course led them to think about media literacy integration in new ways. Additionally, teachers applied the online professional development content by using media to build background knowledge, offering explicit media literacy strategy instruction and support, promoting independent practice at the intersection of content curricula and media literacy, and assigning media production to demonstrate content knowledge. Recommendations include equipping teachers with media literacy background knowledge, examining instruction stemming from media literacy professional development, and empowering teachers to design media literacy instruction through critical lenses.

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Book Review: Fact vs. fiction: Teaching critical thinking skills in the age of fake news

Cited by 6 publications

References 5 publications

Improving Media Education as a Way to Combat Fake News

Improving Media Education as a Way to Combat Fake News

Research Mapping in the Use of Technology for Fake News Detection: Bibliometric Analysis from 2011 to 2021

Integrating Media Literacy Across the Content Areas

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