Keywords

Disinformation, fake news, media literacy, informational literacy, digital literacy, educational model

Abstract

Disinformation is a serious problem for democratic systems in open societies. It is a global phenomenon that must be studied from different approaches and the educational dimension is one of the most relevant. It is necessary to know what educational models have been developed to empower citizens against disinformation. A systematic review of the literature (2011-2020), following the PRISMA protocol, was carried out by analyzing articles (n=76) extracted from three databases (Wos, Scopus and ERIC). Reference management and text mining software was used to data analyse. Eight research questions were answered on the conceptual framework, bibliometrics characteristics and pedagogical dimension. From the results of the content analysis emerges a vision of the role of multiliteracies in educational research and the problem of disinformation: media and information literacies are the most relevant and news and data literacies are incorporated. The need to adopt interdisciplinary approaches is confirmed. From the results of the educational dimension, three pedagogical approaches are identified: strategies for competencies development; focused on content and education for citizenship. Workshops and lesson plans are the most common teaching practices. The development of critical thinking, experiences in the co-construction of knowledge, and the values of civic education are fundamental against disinformation.

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Technical information

Received: 27-05-2021

Revised: 17-06-2021

Accepted: 15-07-2021

OnlineFirst: 15-10-2021

Publication date: 01-01-2022

Article revision time: 21 days | Average time revision issue 70: 35 days

Article acceptance time: 49 days | Average time of acceptance issue 70: 66 days

Preprint editing time: 174 days | Average editing time preprint issue 70: 191 days

Article editing time: 219 days | Average editing time issue 70: 236 days

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Cited by

Cites in Web of Science

Garcia-Marin, D and Salvat-Martinrey, G. Viralizing the truth: predictive factors of fact-checkers' engagement on TikTok PROFESIONAL DE LA INFORMACION 31 (2), 2022.

https://doi.org/10.3145/epi.2022.mar.10

Cites in Scopus

García-Marín, D. . Viralizing the truth: Predictive factors of fact-checkers’ engagement on TikTok | [Viralizar la verdad. Factores predictivos del engagement en el contenido verificado en TikTok]), Profesional de la Informacion, .

https://doi.org/10.3145/epi.2022.mar.10

Cites in Google Scholar

García-Marín, D., & Salvat-Martinrey, G. (2022). Viralizar la verdad. Factores predictivos del engagement en el contenido verificado en TikTok. Profesional de la información, 31(2).

https://revista.profesionaldelainformacion.com/index.php/EPI/article/view/86729

Revuelta-Domínguez, F. I., Guerra-Antequera, J., González-Pérez, A., Pedrera-Rodríguez, M. I., & González-Fernández, A. (2022). Digital Teaching Competence: A Systematic Review. Sustainability, 14(11), 6428.

https://www.mdpi.com/article/10.3390/su14116428

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Valverde-Berrocoso, J., González-Fernández, A., & Acevedo-Borrega, J. (2022). Disinformation and multiliteracy: A systematic review of the literature. [Desinformación y multialfabetización: Una revisión sistemática de la literatura]. Comunicar, 70, 97-110. https://doi.org/10.3916/C70-2022-08

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