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Tackling Misinformation in an Open Society

100%
Bôtošová Ľ.
Media Literacy and Academic Research
|
2019
|
vol. 2
|
issue 1
107-111
EN
This article explains how to respond to misinformation and disinformation when the cure risks being worse than the disease. It refers also about potential harms and threats to open societies from over-reaction but also urgent actions to protect democracy and elections. It is also important to talk about the building of public resilience and a future-proof response to changing technology.
2
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The New Digital Divide: Disinformation and Media Literacy in the U.S.

88%
Hicks-Goldston C., Applebaum Ritchart A.
Media Literacy and Academic Research
|
2019
|
vol. 2
|
issue 1
49-60
EN
This research addresses the impact of disinformation and media illiteracy on civil discourse and informed societal activity in the United States. The research provides analysis of the conditions surrounding disinformation and media illiteracy, as well one proposed solution for the problem: a media literacy educational program for both digital and non-digital natives via an international alliance of experts. Initially, the „Digital Divide“ of the early 21st century referenced individuals unable to access digital information with the same efficiency as those individuals in a household with a personal computer. In 2007, the introduction of smart phone technology transformed some of the Digital Divide population by providing information previously restricted to individuals with PC access to anyone who owned a phone. However, frequency of use is not the equivalent of mastery or thorough understanding. In 2016, the disinformation campaigns surrounding the U.S. presidential election, and later popular culture campaigns such as supposed controversy surrounding Disney’s The Last Jedi, emerged as foreign interference with American culture exploiting cultural divides. This research addresses two things: (1) Recognition of a caveat to the Knowledge Gap Theory in 21st century media interaction; and (2) Creation of a media literacy educational program via an international coalition for the sole purpose of combating disinformation..
3
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The Relation Between Political Indifference and Resilience to Disinformation

88%
Palloshi Disha E., Rustemi A.
Media Literacy and Academic Research
|
2022
|
vol. 5
|
issue 2
164-177
EN
The well-informed citizen in a society is a predisposition for the empowerment of democratic government, respectively democratic society where the rule of law, freedom of media, and expression are an outcome. This study tries to analyze the relationship between politically active/ inactive citizens and their susceptibility to disinformation, by age group. The methodology used is qualitative and quantitative. The theoretical overview is supplemented by an analysis of the existing data at the state level that represents the citizens’ trust in the country’s institutions and their trust in the media. Furthermore, as a quantitative method, the questionnaire tries to rank citizens’ activity/interest in politics by age group and see how susceptible these age groups are to disinformation. The study aims to highlight that the most productive age group of citizens (31 – 45) are indifferent to politics and to reflect on the consequences that a society striving for democratization, such as North Macedonia, might have. Furthermore, the study recommends that media education be extended to different age groups of society, and media education should adjust to the characteristics of one society and reflect on the sense of national identity that, above all, impacts the success of media education in one country.
4
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Report of HLEG on Fake News and Online Disinformation

75%
Bôtošová Ľ.
Media Literacy and Academic Research
|
2018
|
vol. 1
|
issue 2
74-77
EN
This report refers about the policy initiatives to counter fake news and disinformation spread online and the techniques of the European Commission to prevent this issue. The HLEG, a high-level group of experts created by the European Commission in 2018, prepared a report with best practicies and suitable responses to disinformation. The main responses were divided into five pillars as transparency, media and information literacy, empowering users and journalists, safeguard of the diversity of the European news media ecosystem and continued research.
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