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Disinformation, fake news, media literacy, informational literacy, digital literacy, educational model
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
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
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
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
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
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
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
CILIP (Ed.) (2018). What is information literacy? CILIP - Chartered Institute of Library and Information Professionals. https://bit.ly/2SiORPG
Damasceno, C.S. (2021). Multiliteracies for combating information disorder and fostering civic dialogue. Social Media + Society, 7(1).. https://doi.org/10.1177/2056305120984444
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
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
European Commission (Ed.) (2018). Action Plan against Disinformation.EEAS - European External Action Service - European Union. https://bit.ly/3wuVw86
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
Selber, S.A. (2004). Multiliteracies for a digital age. Southern Illinois University Press. https://bit.ly/3i9gVPR
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
Unesco (Ed.) (2018). Journalism, «fake news» et disinformation: Handbook for journalism education and training. Unesco. https://bit.ly/3BBwiIQ
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
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
Wardle, C., & Derakhshan, H. (2017). Information Disorder. Toward an interdisciplinary framework for research and policymaking. Council of Europe. https://bit.ly/2V9xsdy
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
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
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