Real or fake? Resources for teaching college students how to identify fake news

Musgrove, Ann; Powers, Jillian; Rebar, Lauri; Musgrove, Glenn

doi:10.1080/10691316.2018.1480444

Cited by 58 publications

(64 citation statements)

References 5 publications

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“…For some, the problematic nature of fake news is self-evident, requiring little elaboration. It is simply taken for granted that it is "a major problem" (Musgrove, Powers, Rebar, & Musgrove, 2018), and that the LIS audience both understands this and agrees. Given that many of the articles have been written in the shadow of the 2016 U.S. presidential election, perhaps some authors assume that the issue was top of mind.…”

Section: So What's the Problem?mentioning

confidence: 96%

“…At the individual level, the problem is that people are deceived due to their inability to determine the credibility of information (Burkhardt, 2017;Cooke, 2017;Farkas, 2018). It is no surprise, then, that the findings of the Stanford History Education Group (Wineburg, McGrew, Breakstone, & Ortega, 2016) about the inability of students to assess information sources feature prominently in LIS works (Agosto, 2018;Auberry, 2018;Batchelor, 2017;Becker, 2016;Bluemle, 2018;Burkhardt, 2017;El Rayess et al, 2018;Jeffries, Kroondyk, Paolini, & Radisauskus, 2017;Johnson, 2018;Mackey & Jacobson, 2016;Musgrove et al, 2018;Neely-Sardon & Tignor, 2018;Rush, 2018).…”

Section: Sullivanmentioning

confidence: 99%

“…The move from skills to dispositions reflects the general shift in librarianship from literacy standards to frameworks. Several authors thus look to the ACRL Framework for Information Literacy in the context of fake news (Becker, 2016;Lowrie & Truslow, 2017;Musgrove et al, 2018;Neely-Sardon & Tignor, 2018). As Baer (2018) notes, most commentators use the "Authority Is Constructed and Contextual" frame, which she argues provides a rich conceptual understanding that can help users appreciate the contextual nature of information and challenge post-truth rhetoric.…”

Section: So What's the Plan?mentioning

confidence: 99%

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Libraries and Fake News: What’s the Problem? What’s the Plan?

Sullivan¹

2019

comminfolit

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This article surveys the library and information science (LIS) response to the problems of fake news and misinformation from the 2016 U.S. presidential election to the end of 2018, focusing on how librarians and other information professionals in the United States have articulated the problems and the paths forward for combating them. Additionally, the article attempts to locate the LIS response in a larger interdisciplinary misinformation research program, provide commentary on the response in view of that research program, and lay out both a possible research agenda for the field and practical next steps for educators ahead of the 2020 election.

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Section: So What's the Problem?mentioning

confidence: 96%

Section: Sullivanmentioning

confidence: 99%

Section: So What's the Plan?mentioning

confidence: 99%

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Libraries and Fake News: What’s the Problem? What’s the Plan?

Sullivan¹

2019

comminfolit

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“…psu.edu/fakenews), в котором описаны различные типы фальшивых новостей, а также представлен ряд сайтов для проверки фактов и проверки достоверности новостей, к примеру, FactCheck.org (https://www.factcheck.org/), Hoax-Slayer (https://www.hoax-slayer.net/), Snopes (https://www.snopes.com/) и Politifact (http://www. politifact.com/) [24].…”

Section: фейковые новости -ответ библиотек на вызовы современного медunclassified

Modern libraries practices for teaching information literacy

Редькина

2020

Библиосфера

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Information literacy as a set of techniques and methods to work with diverse types of information is a necessary condition for s person to exist in the modern world, because it helps to develop personal, professional and educational skills. The concept of information literacy firstly appeared in the United States in the 1970th. It was a response to the development of information society. Up to now the idea has not lost its relevance, due to the intensive growth of information technologies, an increase in information volumes and the emergence of new educational paradigms. Since the 1990th libraries began to actively develop programs and implement methods of increasing information literacy, systematically train users in rational methods of search, analytical and synthetic information processing, extraction, evaluation and transformation, as well as in the grounds of information security. The purpose of this article is to identify current advanced practices of libraries on various training forms to develop users’ information literacy, taking into account the increase in information flows and the emergence of large amounts of misinformation, the expansion of information types, the capabilities of education technologies, including online, library directions of work activities. To get information use was made of the Scopus database (the selection criterion: journal publications from 2015 to 2019 on the topic “information literacy”). The publication analysis has shown that libraries choose various ways and methods to teach information literacy their users: embedding programs in the educational process (academic libraries); through game, interactive forms (public libraries), individual methods of work of subject librarians with readers, as well as online instructions that allow formation of skills for effective search and information processing in any format.

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“…Las investigaciones de Tannen (1999), Thompson (2016) y Sherry Turkle (2015) han aludido a la indisociable relación entre la eclosión de las noticias falseadas y el actual deterioro de la esfera pública, política y mediática. En este contexto, estudios como los de Fletcher et al (2018), Musgrove et al (2018) o Vosoughi (2018 han advertido que las plataformas de noticias falsas poseen mayor grado de interacción que medios consolidados o que las personas superan a los bots en la difusión de este tipo de contenidos (conlicencia.com, 2017). Se plantea, en definitiva, la necesidad de una investigación de cariz descriptivo que analice, estructure y describa el conjunto de estudios y trabajos científicos desarrollados en este ámbito.…”

Section: ¿Por Qué Una Revisión Bibliográfica Sistematizada?unclassified

El impacto de las fake news en la investigación en Ciencias Sociales. Revisión bibliográfica sistematizada

2019

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Recibido: 30 de abril de 2019. / Aceptado: 23 de septiembre de 2019.Resumen. Las noticias falsas o fake news vienen ocupando un papel protagonista a nivel político, social, mediático y también, científico. En este trabajo se desarrolla una revisión sistematizada de los estudios realizados hasta la fecha sobre las noticias falsas, partiendo de las principales bases de datos (Web of Science, Dialnet Plus) y con el fin de verificar qué temas han atraído la atención de la comunidad científica al respecto, qué técnicas de investigación se han utilizado en estos estudios, dónde se concentran geográficamente y qué campos quedan aún por cubrir en torno a este fenómeno. El estudio realizado refleja que aún queda camino por recorrer, en especial, en el ámbito iberoamericano que aparece menos representado dentro de la producción científica sobre las noticias falsas. Palabras clave: Noticias falsas; revisión bibliográfica sistematizada; desinformación; Web of Science; Dialnet Plus[en] The impact of fake news on Social Science Research. Systematized bibliographic review Abstract. Fake news has begun to play a major role at the political, social, media, and even scientific level. In this work, a systematic review of the studies carried out to date on fake news has been developed starting from the main databases (Web of Science, Dialnet Plus), with the aim of verifying which topics have attracted the attention of the scientific community in this regard, what research techniques have been used in these studies, where these are geographically concentrated, and what fields still need to be investigated regarding this phenomenon. This study shows that there is still a long way to go, especially in the Ibero-American sphere that appears quantitatively less represented in the context of scientific production on fake news. Sumario: 1. Introducción; 2. ¿Por qué una revisión bibliográfica sistematizada?; 3. Metodología; 4. Resultados; 4.1 año y frecuencia de publicación; 4.2. Universidades o centros de investigación de los autores; 4.3. Países más destacados; 4.4. Áreas de conocimiento destacables; 4.5. Ranking de revistas con más artículos publicados; 4.6. Correlación temática entre descriptores clave; 4.7. Técnicas De Investigación; 5. Conclusiones; 6. Referencias bibliográficas.

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Real or fake? Resources for teaching college students how to identify fake news

Cited by 58 publications

References 5 publications

Libraries and Fake News: What’s the Problem? What’s the Plan?

Libraries and Fake News: What’s the Problem? What’s the Plan?

Modern libraries practices for teaching information literacy

El impacto de las fake news en la investigación en Ciencias Sociales. Revisión bibliográfica sistematizada

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