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1
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With Games Against Fake News – Developing Critical Thinking with the Help of the Card Game Follow Me

100%
Pomichal V., Trnka A.
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2023
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vol. 6
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issue 1
55-69
EN
Recent serious events, such as the coronavirus pandemic and the war conflict in Ukraine, have significantly increased the amount of fake news in the online space. This news contributes to society’s radicalization, destabilizes democratic regimes, and can result in violence and damage to health and property. The most effective approach to address fake news is prevention and the education associated with it. The current education system is not ready for these challenges, which is why more and more attention is being paid to alternative solutions such as game-based learning. Game-based learning enables the acquisition of new knowledge and skills in a fun yet effective way. These games include a game developed by Impact Games studio named Follow me, which is focused on developing critical thinking skills in the context of countering fake news. This study aims to validate the contribution of the game Follow me in building resilience to fake news through an experiment on a sample of 130 secondary school students from six different schools. The results suggest that although there was no global statistically significant improvement measured in students’ ability to recognize fake news, students are healthily skeptical of information, this is also indicated by the fact that on average they were more likely to label news as untrustworthy despite varying attitudes towards the selected topics. We also managed to make findings based on the data acquired from this experiment, which provide a deeper look into students’ attitudes toward fake news and therefore can improve games and experiments prepared in the future.
2
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The Promises, Challenges, and Futures of Media Literacy

100%
Kaňuková N.
Media Literacy and Academic Research
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2018
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vol. 1
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issue 2
82-83
EN
Nowadays initiatives in the fields of media literacy such as youth participation, teacher training and curricular resources, parental support, policy initiatives, and evidence base construction - are very successful in growing the level of the critical thinking of the participants. However, there are still a few areas which need to be guided. Authors Monica Bulger and Patrick Davison make five recommendations for the development of the future of media literacy programming for educators, legislators, technologists, and philanthropists. On the other hand the report also warns against the contemporary treatment of media literacy as a panacea - in the way of how to deal with fake news.
3
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The Media Manipulation Initiative: It is Helpful to Clearly Differentiate Between Fake News Intended to Be Satire from Hyper-Partisan News Sites

100%
Kapec M.
Media Literacy and Academic Research
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2018
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vol. 1
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issue 2
80-82
EN
Most of us meet mass media almost every day. We search for information, accept and share them daily. In post-factual time, it is more difficult to focus on and choose from lot of available information, especially when there are various forms of fake news, which some of them are produced strategically and systemically. The Media Manipulation Initiative comes with research focused on the definition of fake news, categorization and strategies of intervention.
4
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Searching for Alternative Facts: Analyzing Scriptural Inference in Conservative News Practises

86%
Kaňuková N.
Media Literacy and Academic Research
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2019
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vol. 2
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issue 1
119-120
EN
In her report Francesca Tripodi analyses the attitudes and behaviour of individuals spread around the United States and who consider themselves as Christians, conservatives and Republicans. The conservatism in the account is characterised by several observed principles: an emphasized connection between faith and patriotism through repeated rituals like Christian prayer, the Pledge of Allegiance, and reciting the Virginia Republican Creed; the problem of separation of church and state and a need to protect racial and religious identity with subsidized defence strategies. In this ethnographic work, the author presents how two Republican groups are searching for the truth in the contemporary media environment. The author conducted several individuals who describe themselves as Christians, conservatives and Republicans and she analysed how they conceptualize truth. The findings of the work provide a new foundation for understanding the relationship between so-called „fake news“ and contemporary conservative political thought.
5
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Not Just for Laughs – Using Comics to Burst the Fake-News Bubble

86%
Steuter E.
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2023
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vol. 6
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issue 1
5-22
EN
This research study presents an analysis of a pedagogical strategy for teaching university students how to apply critical media literacy skills to develop their ability to detect fake news. The goal of the study was to explore the potential advantages of using comics as medium to engage students, clarify complex content, and accelerate cognition. The empirical part of the paper provides a comprehensive account of this pedagogical strategy, outlining the design and implementation of the workshop, incorporating insights from critical media literacy literature, current examples of fake news, and graphic narrative approaches. In particular, the project engaged the students through the presentation of information about fake news with comicstyle graphic narratives and assessed their learning through their interaction and completion of creative dialogue within these narratives. The students showed a high level of engagement and helped peers navigate examples of fake news. They also demonstrated insights into the structural and economic factors that encourage fake news, including within the commercial news media. This study brings new insights and information on several issues related to media literacy practice in the academic context and emphasizes the relationship between communication and pedagogical studies. Adding comics to the critical media literacy toolkit shows promise in expanding techniques in the battle against fake news.
6
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Would-be teachers' digital/information literacy competencies in the world of contradictory information

58%
Szabó D.
Folia Toruniensia
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2021
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vol. 21
105-120
EN
Aim: My research aims to assess the digital competence of prospective teachers and to establish what tools they will need in their future teaching to motivate the young generations to read more. Learning by reading and then teaching based on reading and learning is gaining ground with increasing intensity in our digital world. We should also take into consideration that these activities are rapidly claiming the digital space. Taking it a little further, this paper's goal is to find answers to the following questions: What kind of sources will would-be teachers use in education? In the case of online information, will they distinguish false or unreliable information from what is true and reliable? What can be regarded as "fake news"? Do the future teachers have adequate media and information literacy to inform their students about good electronic and traditional sources, too? What digital competencies do they have, and what are the most important qualities of a good and effective teacher in their judgement? Methods: The study will be devoted to these issues, focusing on Hungarian and Carpathian-Basin teacher-training programs. Regarding methodology, an ongoing empirical survey was used, based on a questionnaire that investigated how Hungarian university students relate to the above issues. Results: As a result, the study will focus on the Hungarian National Core Curriculum 2020, which created the ‘Digital Culture’ subject and develops media literacy. Conclusion: I find the appearance of fake news very important in education. In my following study, I would like to deepen the understanding of different practices, get to know new ones, and assess the opinion of the teachers who are and will be working in Hungarian public education.
PL
Cel: Moje badania mają na celu ocenę kompetencji cyfrowych przyszłych nauczycieli i ustalenie, jakich narzędzi będą potrzebować w przyszłym nauczaniu, aby zmotywować młode pokolenia do czytania coraz więcej. Uczenie się przez czytanie, a następnie nauczanie oparte na czytaniu i uczeniu się zyskuje coraz większą popularność w naszym cyfrowym świecie. Powinniśmy również wziąć pod uwagę, że te działania szybko zajmują przestrzeń cyfrową. Idąc nieco dalej, celem tego artykułu jest znalezienie odpowiedzi na następujące pytania: Z jakich źródeł będą korzystać przyszli nauczyciele w edukacji? Czy w przypadku informacji online będą odróżniać fałszywe lub nierzetelne informacje od prawdziwych i wiarygodnych? Co można uznać za „fałszywe wiadomości”? Czy mają odpowiednie umiejętności medialne i informacyjne, aby informować swoich uczniów również o dobrych źródłach elektronicznych i tradycyjnych? Jakie mają kompetencje cyfrowe i jakie są najważniejsze w ich ocenie cechy dobrego i skutecznego nauczyciela? Metody badawcze: Niniejsze opracowanie będzie poświęcone tym zagadnieniom, ze szczególnym uwzględnieniem węgierskich i karpackich programów kształcenia nauczycieli. Jeśli chodzi o metodologię, zostało wykorzystane aktualne badanie, oparte na kwestionariuszu, który bada, w jaki sposób studenci węgierskich uniwersytetów odnoszą się do powyższych zagadnień. Wyniki: W rezultacie badanie skoncentruje się na węgierskiej narodowej podstawie programowej 2020, która stworzyła przedmiot „Kultura cyfrowa” i rozwija umiejętność korzystania z mediów. Wnioski: Uważam, że pojawienie się fake newsów jest bardzo ważne w edukacji. W kolejnym opracowaniu chciałbym pogłębić różne praktyki, poznać nowe i ocenić opinię nauczycieli, którzy pracują i będą pracować w węgierskiej edukacji publicznej.
DE
Ziel: Meine Untersuchungen haben zum Ziel, die digitalen Kompetenzen künftiger Lehrer zu bewerten sowie festzustellen, welche Werkzeuge sie in ihrer künftigen Arbeit nutzen werden, um die jungen Generationen zum Lesen immer mehr anzuspornen. Das Lernen durch Lesen, und nachher das Unterrichten in Anlehnung an das Lesen und Lernen gewinnen immer mehr an Popularität in unserer digitalen Welt. Wir sollten auch in Betracht ziehen, dass diese Aufgaben den digitalen Raum sehr schnell beherrschen. Ferner ist das Ziel des Beitrags, die Antwort auf die folgenden Fragen zu finden: Welche Quellen werden die künftigen Lehrer im Bildungsprozess nutzen? Werden sie im Falle der online-Information die falschen bzw. unzuverlässigen Nachrichten von den richtigen und glaubwürdigen unterscheiden? Was kann man als „Fake News“ bezeichnen? Haben sie die entsprechenden Medien- und Informationsfertigkeiten, um die eigenen Schüler auch über die geeigneten elektronischen und traditionellen Quellen zu informieren? Welche sind ihre digitalen Kompetenzen und welche Eigenschaften sollten einen guten und effektiven Lehrer ihrer Meinung nach am meisten charakterisieren? Forschungsmethode: Die vorliegende Bearbeitung konzentriert sich auf diese Fragen mit Druck auf die ungarischen und karpatischen Lehrerbildungsprogramme. Geht es um die Methodologie, so wurde an die aktuelle Untersuchung mit einer Umfrage angeknüpft, die ergründet, wie die Studenten der ungarischen Universitäten die besagten Themen betrachten. Ergebnisse: Im Endeffekt zielt die Studie auf die ungarische nationale Programmgrundlage von 2020, die das Fach „Digitale Kultur“ begründete und die Fertigkeit der Mediennutzung entwickelt. Schlussfolgerung: Ich glaube, dass die Fake News in der Bildung von großer Bedeutung sind. In der Untersuchung möchte ich auf die verschiedenen, auch die neuesten Praktiken eingehen und die Meinung der Lehrer, die im ungarischen öffentlichen Schulwesen angestellt sind, kennenlernen.
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