Alfabetización digital, fake news y educación

  1. Julian McDougall 1
  2. Maria-José Brites 2
  3. Maria-João Couto 3
  4. Catarina Lucas 4
  1. 1 Bournemouth University
    info

    Bournemouth University

    Poole, Reino Unido

    ROR https://ror.org/05wwcw481

  2. 2 Universidade Lusófona do Porto
    info

    Universidade Lusófona do Porto

    Oporto, Portugal

    ROR https://ror.org/052kcks88

  3. 3 Universidade de Vigo
    info

    Universidade de Vigo

    Vigo, España

    ROR https://ror.org/05rdf8595

  4. 4 Instituto de Saúde Pública da Universidade do Porto
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Journal:
Culture and Education, Cultura y Educación

ISSN: 1135-6405,  1578-4118

Year of publication: 2019

Issue Title: "Fak news" y educación

Volume: 31

Issue: 2

Pages: 208-212

Type: Article

DOI: 10.1080/11356405.2019.1603632 DIALNET GOOGLE SCHOLAR

More publications in: Culture and Education, Cultura y Educación

Abstract

The role of digital literacy in strengthening citizens’ resilience to misinformation and ‘fake news’ has been the subject of research projects and networking and academic and policy discourses in recent years, given prominence by an escalation of the perceived crisis following election and referendum results in the US and UK respectively. This special issue sets out to take forward critical dialogue in the field of media and digital literacy education by publishing rigorous research on the subject. The research disseminated in this collection speaks to the political and economic contexts for ‘fake news’, the complex issue of trust and the risks of educational solutionism; questions of definition and policy implementation; teaching about specific subgenres such as YouTube and clickbait; international comparisons of pedagogic approaches and challenges for teachers in this changing ecosystem.

Bibliographic References

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Data source: Dialnet