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

Friesem, Yonty

doi:10.1177/1077695819829962

Cited by 34 publications

(29 citation statements)

References 16 publications

(17 reference statements)

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“…This step is particularly crucial because it empowers students to join civic dialogues actively. Selber's (2004) original framework highlights the need for mastering textual and audiovisual techniques of online production, which resonates with the work of other educators (Friesem, 2019;Hobbs, 2017). He also challenges students to see the relationship between their texts and the hypertextual nature of the Internet.…”

Section: Multiliterate Individuals In An Age Of Fast-paced Changementioning

confidence: 94%

“…The term fake news is broadly applied in discussions regarding becoming informed in the digital age. Many scholars, however, argue that the expression conceals the issue's complexity (Friesem, 2019;Hobbs, 2017;Marwick & Lewis, 2017;Wardle & Derakhshan, 2017). A more precise terminology can better capture the full spectrum of misleading stories that range from skewed accounts to complete fabrications.…”

Section: Multidimensional Challengementioning

confidence: 99%

“…Bulger and Davison (2018) highlight the importance of fostering cross-disciplinary collaboration and discussing new media environments where false stories are spread. While others focus on instructional practices, such as project-based learning (Friesem, 2019), some defend revisiting the goals of media and information literacy. For example, Mihailidis and Viotty (2017) propose switching the focus from evaluating messages toward reflecting on how one's media consumption impacts others.…”

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confidence: 99%

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Multiliteracies for Combating Information Disorder and Fostering Civic Dialogue

Damasceno

2021

Social Media + Society

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Widespread misleading stories circulating in networked public spheres have raised debates about their potential harm to democracies, organizations, and individuals. In the face of this challenge, educators have been rightly questioning how to prepare students to thrive in this so-called post-truth era. Scholarship on media and information literacies has often focused on incorporating new topics to address the issue and re-articulating learning goals. This body of work, however, does not address the question of how to deal with fast-paced changes that surround information disorder in the digital age. Based on Stuart Selber’s multiliteracies, this article proposes a set of competencies in combination with an analysis of the factors that contribute to the creation and circulation of false information. My argument focuses on students’ need to effectively identify misleading stories, thoughtfully question the role of technology in society, and ethically engage in civic dialogues. Taken together, these skills and knowledge provide a framework that they can expand upon as the landscape of information disorder shifts.

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Section: Multiliterate Individuals In An Age Of Fast-paced Changementioning

confidence: 94%

Section: Multidimensional Challengementioning

confidence: 99%

mentioning

confidence: 99%

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Multiliteracies for Combating Information Disorder and Fostering Civic Dialogue

Damasceno

2021

Social Media + Society

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“…The need for education on effects theory remains essential in a field in constant reinvention (Bourne, 2019). For example, selective exposure, retention, bias, and perception remains relevant as social media users are now consistently encouraged to selectively adopt their sources of news and information across platforms, which have the potential to narrow their knowledge development, public opinion development, and engagement with social and civic issues (Friesem, 2019). Students may also be overloaded by too much information on social media and many different technologies that they can use suggesting a need to discuss matters of responsible media consumption and healthy approaches in information consumption and processing (Baccarella et al, 2018; Chai et al, 2019; Fuller, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Digital Divide: Addressing Artificial Intelligence in Communication Education

Luttrell

Wallace

McCollough

et al. 2020

Journalism & Mass Communication Educator

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Artificial intelligence (AI) has gained both momentum and importance within society over the past several years. This article provides an opening for further discussion to the broader social and digital media research community and those interested in answering important questions related to these areas by leveraging a focused, productive approach. In supporting future educational endeavors within the communication classroom, and specifically to this topic, we propose five important considerations that will move the conversation forward. The considerations within this article are meant to engage scholars in intellectual conversation and to provide an initial foundation for the direction of communication education. They are not meant to be an exhaustive list, but rather initiate discussions within education and research addressing implications emerging technologies have had on our field and what could be incorporated into the media and communication curriculum to prepare educators and students alike.

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“…One way or another, but it is precisely the problem of media manipulation that has become acute in recent years that has again drawn attention to media education. Media literacy has increasingly become associated with the fight against fake news, and various stakeholders -from educators to lawmakers and media agencies -have contributed to the creation of new resources and media education programs (Bulger, Davison, 2018: 5;Fake news ..., 2018;European Commission, 2018a;2018b;Friesem, 2019;Gallagher, Magid, 2017;Give ..., 2019;Mason et al, 2018: 1;Müller, Denner, 2019: 5;Haigth et al, 2019;Hobbs, McGee, 2014;Horbatuck , Sears, 2018;Ireton, Posetti, 2019;McDougall, 2019;Pradekso et al, 2018;Salma, 2019;Silverman, 2015). J. Suiter (Suiter, 2016) associates these new trends with the following reasons: -the synthesis of such often diverse and contradictory phenomena as globalization, the economic crisis, local armed conflicts, the fight against terrorism; -the emergence of a new media system, dominated by entertainment shows, social interactive networks and information filters.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Manipulative Media Texts: World Media Literacy Education Experience

Levitskaya¹,

Fedorov²

2020

Media Education (Mediaobrazovanie)

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The 21st century brought a kind of media explosion: every day more and more people of different ages are becoming involved in interactive multimedia processes (which have been radically influenced by the development of satellite television, the Internet, mobile telephony and smart phones), access to information has become almost unlimited, moreover, in many more formats. As never before, the audience began to spend a significant amount of time on access to new multimedia opportunities, on creation, consumption and distribution of media texts of various types and genres, on interaction in a variety of media environments. Against this background, it becomes clear to a much larger number of people and organizations that media illiteracy can lead to very real negative political and social consequences. Of course, false news and other misinformation have been around before, but it is now that media manipulations have acquired a truly global scale. That is why audiences of any age need media competency. Numerous studies prove that media education can give positive results in terms of knowledge, skills and attitudes in terms of analysis and critical reflection of media and misinformation. At the same time, one should not forget that misinformation originators, groups conducting political campaigns using data from social networks, extremists and agents of the "troll factories" have a high level of media competence. Therefore, citizen's media competencies alone are not enough: in order to resist media manipulation at a democratic state level, it is also necessary to develop the activities of media agencies of various levels and state structures.

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

Cited by 34 publications

References 16 publications

Multiliteracies for Combating Information Disorder and Fostering Civic Dialogue

Multiliteracies for Combating Information Disorder and Fostering Civic Dialogue

The Digital Divide: Addressing Artificial Intelligence in Communication Education

Analysis of Manipulative Media Texts: World Media Literacy Education Experience

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