Policy responses to false and misleading digital content

doi:10.1787/1104143e-en

Cited by 4 publications

(4 citation statements)

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“…Henderson et al (2012 [5]) found similarly in their study that volunteering in high school had a positive impact on students' political knowledge, interest, and involvement. However, they also identified that a positive volunteering experience as evaluated by the student is crucial to a service-learning programme's success.…”

Section: What Does the Research Say?mentioning

confidence: 86%

Engaging young citizens

2023

OECD Education Policy Perspectives

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A thriving democracy relies on the knowledge, skills and engagement of its citizens. Empowering children and helping them to develop the skills and agency they need to participate meaningfully in society is part of the mission of education systems in OECD countries (OECD, 2017[1]). Civic knowledge and citizenship skills can be developed effectively at school, in the classroom, but also through multidisciplinary, experience-based programmes that reach beyond the school walls, placing students at the centre of the learning process. This Policy Perspective draws on evidence from several OECD publications and beyond to explore and highlight select examples of successful child-centred civic learning practices which strengthen the democratic skills, values and knowledge of students. Three key practice areas will be analysed:• Community involvement programmes • Participatory budgeting• Media literacy initiatives Community involvement programmesCommunity involvement programmes for school studentsotherwise known as service learning, or community serviceare a form of experiential learning that takes place in the community as an integral part of the curriculum. Experiential learning programmes are commonly praised for allowing students to become active participants in the learning process, rather than solely the recipients of knowledge. Community involvement programmes aim to positively influence students by offering them opportunities for authentic learning in settings outside of the classroom, opportunities to discover new passions, to strengthen the relationship between schools and their communities, and to foster interpersonal skills, which are essential for active and engaged citizens (Furco, 2010[2]).

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Section: What Does the Research Say?mentioning

confidence: 86%

Engaging young citizens

2023

OECD Education Policy Perspectives

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“…(1) The initial inquest: the online "trending" information of the moment (2) The Apache.be investigation and new story (3) A zoom on a search scenario of use with the Dashboard (4) An explanation of a key algorithmic notion (5) The resolution: the disinformation risk avoided/dealt with (6) The MIL solutions and competences called for.…”

Section: Mil Methodology Research Design and Data Collectionmentioning

confidence: 99%

“…This structural knowledge gap points to the need for practical solutions, to step up the challenge of algorithm opacity by looking at the end-user (not the producer) and empowering citizens to analyse algorithms critically and creatively, in the hope of bringing insights in their own information consumption [4]. It calls for a bottom-up approach, with more Media and Information Literacy (MIL) strategies adjusted to algorithmic savviness, to make citizens more competent in their uses of online social media and their capacity to fight disinformation [5]. Scaling up citizen's agency is key to democratic societies capacity to harness the benefits of algorithms, useful as they may be, and downsize their negative effects on information quality, disinformation spread and platform transparency.…”

Section: Introductionmentioning

confidence: 99%

Algorithm-Literacy as a Subset of Media and Information Literacy: Competences and Design Considerations

Frau-Meigs

2024

Preprint

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Algorithms, indispensable to understand Artificial Intelligence (AI), are omnipresent in social media but users’ understanding of these computational processes and the way they impact their consumption of information is often limited. There is a need for Media and Information Literacy (MIL) research investigating a) how MIL can support Algorithm Literacy (AL) as a subset of competences, and with what working definition, b) what competences users need in order to evaluate algorithms critically and interact with them effectively, and c) how to design learner-centred interventions that foster increased user understanding of algorithms and better response to disinformation spread by such processes. Based on Crossover project research, this paper looks at four scenarios of use by journalists, developers and MIL experts that mirror users’ daily interactions with social media. The results suggest several steps towards integrating AL within MIL goals, while providing a concrete definition of Algorithm-literacy that is experience-based. The competences and design considerations are organised in a conceptual framework thematically derived from the experimentation. This contribution can support AI developers and MIL educators in their co-design of algorithm-literacy interventions and guide future research on AL as part of a set of nested AI literacies within MIL.

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“…This can include supporting Interest-Driven Learning (Darling-Hammond et al, 2020 [162]). It can also support reframing schools as an "anchor institution" (Hildreth, 2012[163]; Mersand et al, 2019[164]) which values the "unique ability to strengthen civic life, understand and respond to community needs, and knit community members together through common experiences and shared interests" (Hildreth, 2012, p. 44 [163]).…”

Section: Ambition Loop: Institutions Within the Broader Societal Sect...mentioning

confidence: 99%

What systematic connections should we have around schools to support the work of teachers?

2023

OECD Education Working Papers

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 EDU/WKP(2023)11Unclassified OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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Policy responses to false and misleading digital content

Cited by 4 publications

References 84 publications

Engaging young citizens

Engaging young citizens

Algorithm-Literacy as a Subset of Media and Information Literacy: Competences and Design Considerations

What systematic connections should we have around schools to support the work of teachers?

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