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.

View infography

References

Aguaded, I., & Romero-Rodríguez, L.M. (2015). Mediamorfosis y desinformación en la infoesfera: Alfabetización mediática, digital e informacional ante los cambios de hábitos de consumo informativo. Education in the Knowledge Society, 16(1), 44-57. https://doi.org/10.14201/eks20151614457

Link DOI | Link Google Scholar

Auberry, K. (2018). Increasing students’ ability to identify fake news through information literacy education and content management systems. Reference Librarian, 59(4), 179-187. https://doi.org/10.1080/02763877.2018.1489935

Link DOI | Link Google Scholar

Blanco-Alfonso, I., García-Galera, C., & Tejedor-Calvo, S. (2019). El impacto de las fake news en la investigación en Ciencias Sociales. Revisión bibliográfica sistematizada. Historia y Comunicación Social, 24(2), 449-469. https://doi.org/10.5209/hics.66290

Link DOI | Link Google Scholar

Breakstone, J., Smith, M., Wineburg, S., Rapaport, A., Carle, J., Garland, M., & Saavedra, A. (2021). Students’ civic online reasoning: A national portrait. Educational Researcher. https://doi.org/10.3102/0013189X211017495

Link DOI | Link Google Scholar

Buntins, K., Bond, M., Bedenlier, S., Kerres, M., & Zawacki-Richter, O. (2019). Systematic reviews in educational research: Methodology, perspectives and application. Springer. https://doi.org/10.3102/0013189X211017495

Link DOI | Link Google Scholar

Carmi, E., Yates, S.J., Lockley, E., & Pawluczuk, A. (2020). Data citizenship: Rethinking data literacy in the age of disinformation, misinformation, and malinformation. Internet Policy Review, 9(2). https://doi.org/10.14763/2020.2.1481

Link DOI | Link Google Scholar

Chen, X., Sin, S.C.J., Theng, Y.L., & Lee, C.S. (2015). Why students share misinformation on social media: Motivation, gender, and study-level differences. Journal of Academic Librarianship, 41(5), 583-592. https://doi.org/10.1016/j.acalib.2015.07.003

Link DOI | Link Google Scholar

CILIP (Ed.) (2018). What is information literacy? CILIP - Chartered Institute of Library and Information Professionals. https://bit.ly/2SiORPG

Link Google Scholar

Damasceno, C.S. (2021). Multiliteracies for combating information disorder and fostering civic dialogue. Social Media + Society, 7(1).. https://doi.org/10.1177/2056305120984444

Link DOI | Link Google Scholar

De-Paor, S., & Heravi, B. (2020). Information literacy and fake news: How the field of librarianship can help combat the epidemic of fake news. Journal of Academic Librarianship, 46(5). https://doi.org/10.1016/j.acalib.2020.102218

Link DOI | Link Google Scholar

Del-Fresno-García, M. (2019). Desórdenes informativos: Sobreexpuestos e infrainformados en la era de la posverdad. El Profesional de la Información, 28(3), 1-11. https://doi.org/10.3145/epi.2019.may.02

Link DOI | Link Google Scholar

European Commission (Ed.) (2018). Action Plan against Disinformation.EEAS - European External Action Service - European Union. https://bit.ly/3wuVw86

Link Google Scholar

Fisher, A. (2021). What critical thinking is. In A. Blair (Ed.), Studies in critical thinking (pp. 7-26). University of Windsor/WSIA - Windsor Studies in Argumentation. https://bit.ly/3euDXz9

Link Google Scholar

Glisson, L. (2019). Breaking the spin cycle: Teaching complexity in the age of fake news. Portal, 19(3), 461-484. https://doi.org/10.1353/pla.2019.0027

Link DOI | Link Google Scholar

Golob, T., Makarovi?, M., & Rek, M. (2021). Meta-reflexivity for resilience against disinformation. [Meta-reflexividad para la resiliencia contra la desinformación]. Comunicar, 66, 107-118. https://doi.org/10.3916/C66-2021-09

Link DOI | Link Google Scholar

Gómez-García, S., & Carrillo-Vera, J.A. (2020). El discurso de los newsgames frente a las noticias falsas y la desinformación: Cultura mediática y alfabetización digital. Prisma Social, 30, 22-46. https://bit.ly/3idn8dT

Link Google Scholar

Hameleers, M. (2020). Separating truth from lies: Comparing the effects of news media literacy interventions and fact-checkers in response to political misinformation in the US and Netherlands. Information Communication and Society, 1-17. https://doi.org/10.1080/1369118X.2020.1764603

Link DOI | Link Google Scholar

Herrero-Diz, P., Conde-Jiménez, J., Tapia-Frade, A., & Varona-Aramburu, D. (2019). The credibility of online news: An evaluation of the information by university students. Culture & Education, 31(2), 407-435. https://doi.org/10.1080/11356405.2019.1601937

Link DOI | Link Google Scholar

Hodgin, E., & Kahne, J. (2018). Misinformation in the information age: What teachers can do to support students. Social Education, 82(4), 208-212. https://bit.ly/3BLxWYe

Link Google Scholar

Horn, S., & Veermans, K. (2019). Critical thinking efficacy and transfer skills defend against ‘fake news’ at an international school in Finland. Journal of Research in International Education, 18(1), 23-41. https://doi.org/10.1177/1475240919830003

Link DOI | Link Google Scholar

Ireland, S. (2018). Fake news alerts: Teaching news literacy skills in a meme world. Reference Librarian, 59(3), 122-128. https://doi.org/10.1080/02763877.2018.1463890

Link DOI | Link Google Scholar

Johnston, N. (2020). Living in the world of fake news: High school students’ evaluation of information from social media sites. Journal of the Australian Library and Information Association, 69(4), 430-450. https://doi.org/10.1080/24750158.2020.1821146

Link DOI | Link Google Scholar

Jones-Jang, S.M., Mortensen, T., & Liu, J. (2019). Does media literacy help identification of fake news? Information literacy helps, but other literacies don’t. American Behavioral Scientist. 65(2), 371-388. https://doi.org/10.1177/0002764219869406

Link DOI | Link Google Scholar

Kajimoto, M., & Fleming, J. (2019). News Literacy. In M. Kajimoto, & J. Fleming (Eds)., Oxford Research Encyclopedia of Communication. Oxford University Press. https://doi.org/10.1093/acrefore/9780190228613.013.848

Link DOI | Link Google Scholar

Khan, M.L., & Idris, I.K. (2019). Recognise misinformation and verify before sharing: A reasoned action and information literacy perspective. Behaviour and Information Technology, 38(12), 1194-1212. https://doi.org/10.1080/0144929X.2019.1578828

Link DOI | Link Google Scholar

Lee, E.J., & Shin, S.Y. (2019). Mediated misinformation: Questions answered, more questions to ask. American Behavioral Scientist, 65(2), 259-276. https://doi.org/10.1177/0002764219869403

Link DOI | Link Google Scholar

Lewandowsky, S., Cook, J., & Ecker, U.K.H. (2017). Letting the gorilla emerge from the mist: Getting past post-truth. Journal of Applied Research in Memory and Cognition, 6(4), 418-424. https://doi.org/10.1016/j.jarmac.2017.11.002

Link DOI | Link Google Scholar

Lim, S.S., & Tan, K.R. (2020). Front liners fighting fake news: Global perspectives on mobilising young people as media literacy advocates. Journal of Children and Media. https://doi.org/10.1080/17482798.2020.1827817

Link DOI | Link Google Scholar

Literat, I., Chang, Y.K., & Hsu, S.Y. (2020). Gamifying fake news: Engaging youth in the participatory design of news literacy games. Convergence, 26(3), 503-516. https://doi.org/10.1177/1354856520925732

Link DOI | Link Google Scholar

López-Flamarique, M., & Planillo-Artola, S. (2021). El alumnado de educación secundaria frente a las noticias falsas: Resultados de una intervención didáctica. Revista Latinoamericana de Tecnología Educativa, 20(1), 39-56. https://doi.org/10.17398/1695-288X.20.1.39

Link DOI | Link Google Scholar

Machete, P., & Turpin, M. (2020). The use of critical thinking to identify fake news: A systematic literature review. In M. Hattingh, M. Matthee, H. Smuts, I. Pappas, Y.K. Dwivedi, & M. Mäntymäki (Eds.), Responsible design, implementation and use of information and communication technology (pp. 235-246). Springer. https://doi.org/10.1007/978-3-030-45002-1_20

Link DOI | Link Google Scholar

Martin, A., & Grudziecki, J. (2006). DigEuLit: Concepts and tools for digital literacy development. Innovation in Teaching and Learning in Information and Computer Sciences, 5(4), 249-267. https://doi.org/10.11120/ital.2006.05040249

Link DOI | Link Google Scholar

McDougall, J. (2019). Media literacy versus fake news: Critical thinking, resilience and civic engagement. Medijske Studije, 10(19), 29-45. https://doi.org/10.20901/ms.10.19.2

Link DOI | Link Google Scholar

McDowell, Z.J., & Vetter, M.A. (2020). It takes a village to combat a fake news army: Wikipedia’s community and policies for information literacy. Social Media and Society, 6(3). https://doi.org/10.1177/2056305120937309

Link DOI | Link Google Scholar

Mihailidis, P., & Viotty, S. (2017). Spreadable spectacle in digital culture: Civic expression, fake news, and the role of media literacies in “post-fact” society. American Behavioral Scientist, 61(4), 441-454. https://doi.org/10.1177/0002764217701217

Link DOI | Link Google Scholar

Page, M.J., McKenzie, J.E., Bossuyt, P.M., Boutron, I., Hoffmann, T.C., Mulrow, C.D., Shamseer, L., Tetzlaff, J.M., Akl, E.A., Brennan, S.E., Chou, R., Glanville, J., Grimshaw, J.M., Hróbjartsson, A., Lalu, M.M., Li, T., Loder, E.W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372(71), 1-9. https://doi.org/10.1136/bmj.n71

Link DOI | Link Google Scholar

Pangrazio, L., & Selwyn, N. (2019). ‘Personal data literacies’: A critical literacies approach to enhancing understandings of personal digital data. New Media & Society, 21(2), 419-437. https://doi.org/10.1177/1461444818799523

Link DOI | Link Google Scholar

Rubin, V.L. (2019). Disinformation and misinformation triangle: A conceptual model for “fake news” epidemic, causal factors and interventions. Journal of Documentation, 75(5), 1013-1034. https://doi.org/10.1108/JD-12-2018-0209

Link DOI | Link Google Scholar

Rush, L. (2018). Examining student perceptions of their knowledge, roles, and power in the information cycle: Findings from a ‘fake news’ event. Journal of Information Literacy, 12(2), 121-130. https://doi.org/10.11645/12.2.2484

Link DOI | Link Google Scholar

Selber, S.A. (2004). Multiliteracies for a digital age. Southern Illinois University Press. https://bit.ly/3i9gVPR

Link Google Scholar

Seo, H., Blomberg, M., Altschwager, D., & Vu, H.T. (2020). Vulnerable populations and misinformation: A mixed-methods approach to underserved older adults’ online information assessment. New Media & Society, 23(7), 2012-2033. https://doi.org/10.1177/1461444820925041

Link DOI | Link Google Scholar

Unesco (Ed.) (2018). Journalism, «fake news» et disinformation: Handbook for journalism education and training. Unesco. https://bit.ly/3BBwiIQ

Link Google Scholar

Vraga, E.K., Bode, L., & Tully, M. (2020). Creating news literacy messages to enhance expert corrections of misinformation on twitter. Communication Research. https://doi.org/10.1177/0093650219898094

Link DOI | Link Google Scholar

Walsh, J. (2010). Librarians and controlling disinformation: Is multi-literacy instruction the answer? Library Review, 59(7), 498-511. https://doi.org/10.1108/00242531011065091

Link DOI | Link Google Scholar

Wardle, C., & Derakhshan, H. (2017). Information Disorder. Toward an interdisciplinary framework for research and policymaking. Council of Europe. https://bit.ly/2V9xsdy

Link Google Scholar

Weiss, A.P., Alwan, A., Garcia, E.P., & Garcia, J. (2020). Surveying fake news: Assessing university faculty’s fragmented definition of fake news and its impact on teaching critical thinking. International Journal for Educational Integrity, 16(1), 1-30. https://doi.org/10.1007/s40979-019-0049-x

Link DOI | Link Google Scholar

Wilson, C., Grizzle, A., Tauzon, R., Akyempong, K., & Cheung, C.K. (2011). Media and information literacy curriculum for teachers. United Nations Educational, Scientific and Cultural Organization. https://bit.ly/36YnAGw

Link Google Scholar

Wineburg, S., & McGrew, S. (2019). Lateral reading and the nature of expertise: Reading less and learning more when evaluating digital information. Teachers College Record, 121(11),1-40. https://stanford.io/3xdhCw3

Link Google Scholar

Crossmark

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

Metrics

Metrics of this article

Views: 47456

Abstract readings: 40823

PDF downloads: 6633

Full metrics of Comunicar 70

Views: 421149

Abstract readings: 346584

PDF downloads: 74565

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

Menendez-Alvarez-Hevia, D; Urbina-Ramirez, S; (...); Rodriguez-Martin, A. Contributions of futures studies to education: A systematic review Comunicar, 2022.

https://doi.org/10.3916/C73-2022-01

Revuelta-Dominguez, FI; Guerra-Antequera, J; (...); Gonzalez-Fernandez, A. Digital Teaching Competence: A Systematic Review Sustainability, 2022.

https://doi.org/10.3390/su14116428

Gutierrez-Angel, N; Sanchez-Garcia, JN; (...); Brito-Costa, S. Digital literacy in the university setting: A literature review of empirical studies between 2010 and 2021 FRONTIERS IN PSYCHOLOGY, 2022.

https://doi.org/10.3389/fpsyg.2022.896800

Aguaded, I; Civila, S and Vizcaino-Verdu, A. Paradigm changes and new challenges for media education: Review and science mapping (2000-2021) Aguaded, I; Civila, S and Vizcaino-Verdu, A Profesional de la Informacion, 2022.

https://doi.org/10.3145/epi.2022.nov.06

Gomez-Calderon, B; Cordoba-Cabus, A and Lopez-Martin, A. Fake news and its perception among Young Spaniards: the influence of socio- demographic factors Doxa Comunicación, 2023.

https://doi.org/10.31921/doxacom.n36a1741

Huu, PT. Impact of employee digital competence on the relationship between digital autonomy and innovative work behavior: a systematic review ARTIFICIAL INTELLIGENCE REVIEW, 2023.

https://doi.org/10.1007/s10462-023-10492-6

Cebrian-Robles, V; Perez-Torregrosa, AB and de la Serna, MC. Literature review on video annotations in teacher education PIXEL-BIT- REVISTA DE MEDIOS Y EDUCACION, 2023.

https://doi.org/10.12795/pixelbit.95782

Ancanello, JV and Casarin, HDS. DigComp and MIL frameworks contribut to fight fake news and disinformation RDBCI-REVISTA DIGITAL DE BIBLIOTECONOMIA E CIENCIA DA INFORMACAO, 2023.

https://doi.org/10.20396/rdbci.v21i00.8671533

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

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

https://doi.org/10.3390/su14116428

Menéndez-Alvarez-Hevia, D., Urbina-Ramírez, S., Forteza-Forteza, D., Rodríguez-Martín, A.. Contributions of futures studies to education: A systematic review ), Comunicar, .

https://doi.org/10.3916/C73-2022-01

Olivares-Delgado, F., Benlloch-Osuna, M., Rodríguez-Valero, D., Breva-Franch, E.. Corporate Disinformation: Concept and Typology of Forms of Corporate Disinformation), Springer Series in Design and Innovation, .

https://doi.org/10.1007/978-3-031-20364-0_46

Rojas-Estrada, E.-G., Aguaded, I., García-Ruiz, R.. Media and Information Literacy in the Prescribed Curriculum: A Systematic Review on its Integration), Education and Information Technologies, .

https://doi.org/10.1007/s10639-023-12154-0

Gómez Calderón, B., Córdoba-Cabús, A., López-Martín, Á.. Fake news and its perception among Young Spaniards: the influence of socio-demographic factors 2023 ), Doxa Comunicacion , .

https://doi.org/10.31921/doxacom.n36a1741

Open Access Aguaded, I., Civila, S., Vizcaíno-Verdú, A. . Paradigm changes and new challenges for media education: Review and science mapping (2000-2021)), Profesional de la Informacion, .

https://doi.org/10.3145/epi.2022.nov.06

Gutiérrez-Ángel, N., Sánchez-García, J.-N., Mercader-Rubio, I., García-Martín, J., Brito-Costa, S. . Digital literacy in the university setting: A literature review of empirical studies between 2010 and 2021 ), Frontiers in Psychology, .

https://doi.org/10.3389/fpsyg.2022.896800

Huu, Pham Thanh. Impact of employee digital competence on the relationship between digital autonomy and innovative work behavior: a systematic review), Artificial Intelligence Review, .

https://doi.org/10.1007/s10462-023-10492-6

Cebrián-Robles, V., Pérez-Torregrosa, A.-B., de la Serna, M.C.. Literature review on video annotations in teacher education), Pixel-Bit, Revista de Medios y Educacion, .

https://doi.org/10.12795/pixelbit.95782

López-Martín, Á., Gómez-Calderón, B., Córdoba-Cabús, A.. Disinformation, on the rise: An analysis of the fake news on Spanish politics), VISUAL Review. International Visual Culture Review, .

https://doi.org/10.37467/revvisual.v10.4596

Rodríguez-Pérez, C., Canel, M.J.. Resilience to misinformation as an intangible resource associated with countries. The case of Spain ), Estudios Sobre el Mensaje Periodistico, .

https://doi.org/10.5209/esmp.82723

Espaliú-Berdud, C. . Use of disinformation as a weapon in contemporary international relations: accountability for Russian actions against states and international organizations), Profesional de la Informacion, .

https://doi.org/10.3145/epi.2023.jul.02

Arias, D., González Pardo, R.E., Peña, O.C. . Post-truth and fake news in scientific communication in Ibero-American journals), Comunicacion y Sociedad (Mexico), .

https://doi.org/10.32870/cys.v2023.8442

Notley, T., Dezuanni, M., Chambers, S., Park, S.. Using YouTube to seek answers and make decisions: Implications for Australian adult media and information literacy), Comunicar, .

https://doi.org/10.3916/C77-2023-06

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

เจมส์ โก เม ส, & โร บิน รัม ชา รัน. (2022). MIL in Post-Pandemic Southeast Asia: Approaches to Measuring Effectiveness in the Academic Literature. วารสาร กองทุน พัฒนา สื อ ปลอดภัย และ สร้างสรรค์, 1(2), 115-152.

https://so04.tci-thaijo.org/index.php/tmfjournal/article/view/258615

Lopes, C., Antunes, M. D. L., & Sanches, T. (2022). Literacia da informação nas bibliotecas públicas.

...

Menéndez-Alvarez-Hevia, D., Urbina-Ramírez, S., Forteza-Forteza, D., & Rodríguez-Martín, A. (2022). Contribuciones de los estudios de futuros para la educación: Una revisión sistemática. Comunicar: Revista Científica de Comunicación y Educación, 30(73), 9-20.

https://www.revistacomunicar.com/index.php?contenido=detalles&numero=73&articulo=73-2022-01

Menéndez-Alvarez-Hevia, D., Urbina-Ramírez, S., Forteza-Forteza, D., & Rodríguez-Martín, A. (2022). Contributions of futures studies to education: A systematic review. Comunicar, 30(73), 9-20.

http://eprints.rclis.org/43435/

Digital literacy in the university setting: A literature review of empirical studies between 2010 and 2021 N Gutiérrez-Ángel, JN Sánchez-García… - Frontiers in …, 2022 - ncbi.nlm.nih.gov

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9514044/

Análisis de la producción científica sobre desinformación: revisión de la literatura Á López Martín, A Córdoba-Cabús - Análisis de la producción …, 2022 - torrossa.com

https://www.torrossa.com/en/resources/an/5336273

Corporate Disinformation: Concept and Typology of Forms of Corporate Disinformation F Olivares-Delgado, M Benlloch-Osuna… - … Conference on Design …, 2023 - Springer

https://link.springer.com/chapter/10.1007/978-3-031-20364-0_46

Impact of Employee Digital Competence on the Relationship between Digital Autonomy and Innovative Work Behavior: A Systematic Review PT HUU - 2022 - researchsquare.com

...

Explorando el consumo de noticias, la confianza y la desinformación durante el COVID-19 en Colombia: una mirada hacia la Generación Z C Rodríguez Pérez, JD González Pacheco… - … de comunicación, 58 …, 2022 - idus.us.es

https://idus.us.es/handle/11441/138422

Educación y alfabetización en medios y tecnologías de información y comunicación: su dimensión instrumental y cognitiva M Herrera-Aguilar - Transdigital, 2023 - revista-transdigital.org

http://revista-transdigital.org/index.php/transdigital/article/view/167

Download

Alternative metrics

How to cite

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

Share

           

Oxbridge Publishing House

4 White House Way

B91 1SE Sollihul United Kingdom

Administration

Editorial office

Creative Commons

This website uses cookies to obtain statistical data on the navigation of its users. If you continue to browse we consider that you accept its use. +info X