Educational approaches to address fake news. Preliminary insights from a systematic review
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Autor:innen
Autor:in (Körperschaft)
Publikationsdatum
2020
Typ der Arbeit
Studiengang
Typ
04B - Beitrag Konferenzschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
17th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2020)
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
Ausgabe / Nummer
Seiten / Dauer
340-344
Patentnummer
Verlag / Herausgebende Institution
International Assn for Development of the Information Society (IADIS)
Verlagsort / Veranstaltungsort
Lisbon
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
Fake and false news, an unfortunate hallmark of today’s information society, have serious political and societal consequences. Little systematic knowledge is available about effective learning, teaching and awareness-raising strategies that help users in addressing fake news. This study reports preliminary results from a systematic literature review aimed at systematising different approaches and determining their effectiveness. Three main approaches emerged in the analysis: Firstly, the findings suggest that strategies to correct existing misconceptions caused by fake news have limited effectiveness and can be even counterproductive, particularly for polarising topics. Secondly, the evidence on the effectiveness of training on fake news detection methods is encouraging but inconclusive. Thirdly, despite the common perception that fake news detection needs to be linked to an understanding of the economic, ideological and cultural dimensions of media systems, the few empirical studies found in this area did little to support this claim. A tentative conclusion from these findings is the need to integrate education on false news and training on fake news detection strategies in educational programmes as early as children’s media consumption starts.
Schlagwörter
Fachgebiet (DDC)
330 - Wirtschaft
Veranstaltung
17th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2020)
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
18.11.2020
Enddatum der Konferenz
20.11.2020
Datum der letzten Prüfung
ISBN
978-989-8704-22-1
ISSN
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Closed
Lizenz
Zitation
EISEMANN, Christoph und Christoph PIMMER, 2020. Educational approaches to address fake news. Preliminary insights from a systematic review. In: Demetrios G. SAMPSON, Dirk IFENTHALER und Pedro ISAÍAS (Hrsg.), 17th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2020). Lisbon: International Assn for Development of the Information Society (IADIS). 2020. S. 340–344. ISBN 978-989-8704-22-1. Verfügbar unter: https://irf.fhnw.ch/handle/11654/42820