The purpose of this research is to find evidence for the assumption that allowing children to create their own news messages is an effective approach to teach them how to distinguish between reliable news and fake news. Three students of the primary teacher training programme of The Hague University of Applied Sciences developed five lessons concerning fake news and five Kahoot! quizzes for each of those lessons. They taught the lessons they developed under the supervision of a primary school teacher and one of their lecturers from the university. A Friedman test on the scores of the Kahoot! quizzes indicate that the children made progress over the course of the study. In addition, it appears that the children appreciated the lessons and that they have learned how news is created and how fake news can be recognised. The outcomes of this study have prompted a larger, international Erasmus+ project. Schools and libraries in three countries will investigate similar innovative blended-learning approaches for pupils between ages 12 to 15.
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Information literacy is essential for the operation of a civic society in which all people may participate (Catts & Lau, 2008). The aim of the Fact Checking Factory (FCF) is to accomplish cooperation between students and local citizens. We aim to create an agenda for local decision-makers with the project objectives of fact-checking local news. http://ecil2018.ilconf.org/#
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The aim of part 3 is the development of basic instruments to measure respondent resilience to disinformation. Cases and examples of disinformation that will be used in the instruments will be taken from a COVID-19 context when applicable. People who are resilient to COVID-19 disinformation are supposed to be ‘media or information literate’. Therefore, the construct that is aimed to be measured with the instruments is Media and Information Literacy, abbreviated as MIL. Instruments that will be developed must be adaptable for different target groups (pupils, library staff and teachers). The basic instruments will therefore contain for instance scales that can be modified to measure the effectiveness of the train-the-trainer workshops as well as that of fake news workshops in secondary education. Final instruments will be used in the IO3 phase to make recommendations for improvement. Analyses of results of those final assessments will be performed for each country separately. Because the basic instruments that will be developed in output 1 are intended to be used as pre- and post-tests in output 2, the focus will be on the impact of the interventions. For evaluating the processes during the interventions and the participant experiences, extra instruments should be developed.
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The purpose of this literature study is to obtain information about educational approaches to teaching 11 to 12 years old children focusing on how to distinguish between real news and fake news. With this purpose we studied 16 academic papers about learning activities to make primary school children media-literate and able to recognise fake news. What we found is that having children create their own news messages seems to be the most effective approach. News messages that they create can be text messages as well as videos, audios, pictures and animations. Based on this conclusion, students from The Hague University of Applied Sciences Teacher Training Institute (PABO) have been asked to develop a set of learning materials that can be used for instruction in primary schools. The effectiveness of those materials is currently being tested at an elementary school in Rijswijk. The results of the literature and the field study will be shared in the Dutch centre of expertise for media literacy education, Mediawijzer.net.
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How do we promote media literacy? How do we combat disinformation in an icnreasingly challenging environment? Join the second episode in our podcast series part of the Jean Monnet Chair EU-ACT DIGITAL, an initiative spotlighting EU digital policy. In the second episode, Patricia van Rijswijk and Julia Conemans from Beeld & Geluid (Sound & Vision) talk about media literacy, digital resilience, and the activities of Beeld & Geluid on media and disinformation while being interviewed by European Impact’s Theo Zijderveld and European Impact's Mihai Postelnicu from The Hague University of Applied Sciences. Visit https://eu-act.digital/ to find out more about the Jean Monnet Chair EU-ACT DIGITAL.
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PurposeThe purpose of this paper is to emphasise the importance for libraries to address the issue of media literacy in the internet age. The library must claim its key expert role in the field of literacy. The library can function as a platform and playground for consuming and producing media content.Design/methodology/approachResearch has been carried out on theory, policy and practice in the field of media literacy. The paper provides an overview of ideas on new skills and competences that should be taught to make people media‐literate.FindingsThe paper shows that attention on the issue of media literacy is increasing. Academics and political institutions alike stress the importance of media literacy for participation in society and full citizenship. Libraries must claim their expert position in this field as various organisations outside the library have initiated projects and products on media literacy in recent years.Practical implicationsLibrary management should develop policies on media literacy and personnel should be trained in essential media literacy skills. Collaboration and knowledge sharing in media literacy between libraries and other organisations are essential.Originality/valueThe paper provides a brief overview of theory and policy on media literacy.
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This article offers an overview of 94 scientific studies (published between 2006 and 2022) to examine how young people (ages 10–36) define, consume, and evaluate news. Research on news and youth has exploded over the past decades, but what can we conclude from it, and how should journalism scholars move forward? The systematic literature review reveals that while young people remain interested in news, how they consume it has changed drastically. Social media platforms and algorithms now play a pivotal role in young people’s news consumption. Moreover, due to the overwhelming nature of today’s high-choice digital media landscape, youth engage both actively and passively with news, while sometimes exhibiting avoidance tendencies. The review also demonstrates how the impact of digitalization has reshaped young people’s ability to critically evaluate the credibility of news, often relying on social networks and technology platforms. The review concludes with a research agenda.
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Between 1 March 2021 and 30 April 2023, a consortium (consisting of in the Netherlands: the National Library of the Netherlands (Koninklijke Bibliotheek -KB), The Hague University of Applied Sciences, the Netherlands Institute for Sound and Vision in Hilversum; in Belgium: Media & Learning Association in Leuven and Public Libraries 2030 in Brussels; and in Spain: Fundación Platoniq in Barcelona) carried out an Erasmus+-funded research project on news media literacy among young people. It involved Dutch, Belgian and Spanish young people aged 12-15. The acronym SMILES, which stands for 'innovative methodS for Media & Information Literacy Education involving schools and librarieS', was chosen for the project title. The main goals of the SMILES project are: • Forming pairs between librarians and secondary school teachers in the three European countries, who were empowered through train-the-trainer workshops to teach secondary school students about news media literacy in relation to disinformation; • Helping students use digital technologies more safely and responsibly with a focus on recognising reliable and authentic information versus becoming more resilient to disinformation; • Developing five building blocks serving as teaching materials for Dutch, Belgian and Spanish pupils aged 12-15 with the aim of making them recognise disinformation and making them more resilient against it; • A scientific evaluation of the effectiveness of the implemented lessons through impact measurement using 'pre-knowledge tests' and 'post-knowledge tests'; • A strengthening of existing collaborations and creation of new collaborations between schools and libraries in the three partner countries. The SMILES project was implemented through three work packages. In the first work package, five so-called 'Baseline studies', or literature reviews, were conducted. The focus was on what the different educational approaches in Spain, Belgium and the Netherlands are with regard to disinformation and how these approaches can be linked. Based on these studies, the five building blocks were developed in the second work package. In addition, the teaching pairs were offered the training programme developed by SMILES through a 'train-the-trainer methodology' to safely and responsibly deploy the use of digital media tools during lessons with students. Also, based on the disinformation literature, the knowledge tests were designed to conduct an impact measurement of the train-the-trainer workshops and lessons among the trainers (teaching pairs) and students, respectively. These knowledge tests contained statements on disinformation that were answered correctly or incorrectly by respondents. The number of correctly answered statements prior to the lessons was compared with the number of correctly answered statements after the lessons. In this way, an attempt was made to prove a positive learning effect of the deployed lessons. In the third work package, the results from the pre-knowledge tests and the post-knowledge tests were analysed. In addition to these quantitative analyses, qualitative results were also used to analyse and look at the extent to which the training provided to trainers (teaching pairs) and the lessons with the five building blocks for students proved effective in teaching, recognising and becoming more resilient to disinformation, respectively. In doing so, we also reflect on whether the methodology tested has been effective in the three countries: what are the best practices and where do we see areas for improvement?
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The purpose of this literature study was to obtain an overview of previous civic literacy projects and their characteristics as primarily described in educational science literature. Eighteen academic articles on civic literacy projects in higher education were studied in detail and coded using the qualitative data analysis instrument, Atlas.ti. The codes and quotations compiled were then divided in various categories and represented in a two-axis model. The definitions of ‘civic literacy’ found in the literature varied from an interest in social issues and a critical attitude to a more activist attitude (axis number 1). The analysis of the literature showed that, especially in more recent years, more students than citizens have benefited from civic literacy projects in higher education (axis number 2). The visualization of the findings in the two-axis model helps to place civic literacy projects in a broader frame. The final authenticated version is available online at https://doi.org/10.1007/978-3-030-13472-3_9
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SMILES is an international project where six organisations from three countries are collaborating to develop and test innovative approaches to combating the spread of fake news. The project is led by KB, the National Library of the Netherlands and the other partners are the Institute of Sound and Vision and The Hague University of Applied Sciences from the Netherlands, Fundación Goteo/Platoniq from Spain, and Public Libraries 2030 and the Media and Learning Association both of whom will focus on the situation in Belgium. In this article I would like to report on the main results from the baseline study that was carried out in recent months regarding the spread of disinformation in Belgium, the Netherlands and Spain, and existing measures and interventions that have taken place in those countries in combating such disinformation. Detailed reports for each country can be found on the project website.
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