Desinformación y multialfabetizaciónUna revisión sistemática de la literatura

  1. Jesús Valverde-Berrocoso
  2. Alberto González-Fernández
  3. Jesús Acevedo-Borrega
Revue:
Comunicar: Revista Científica de Comunicación y Educación

ISSN: 1134-3478

Année de publication: 2022

Titre de la publication: Nuevos retos del profesorado ante la enseñanza digital

Número: 70

Pages: 97-110

Type: Article

DOI: 10.3916/C70-2022-08 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

D'autres publications dans: Comunicar: Revista Científica de Comunicación y Educación

Objectifs de Développement Durable

Résumé

El problema de la desinformación es una amenaza para los sistemas democráticos. Es un fenómeno global que debe ser abordado desde múltiples perspectivas, siendo la pedagógica una de las más relevantes y, por ello, es necesario conocer qué modelos didácticos se han desarrollado para empoderar a la ciudadanía ante la desinformación. Se llevó a cabo una revisión sistemática de la literatura (2011-2020) bajo el protocolo PRISMA y se analizaron artículos de investigación (n=76) extraídos de tres bases de datos (Wos, Scopus y ERIC). El análisis fue realizado con apoyo de gestores bibliográficos y de minería de textos. Se da respuesta a ocho preguntas de investigación sobre el marco conceptual, las características documentales y la dimensión pedagógica. El análisis documental ofrece una visión del papel de las alfabetizaciones múltiples en la investigación educativa sobre el fenómeno de la desinformación, destacando la relevancia de la «alfabetización mediática» y la «informacional», así como la emergencia de la «alfabetización en noticias» y en «datos». Se evidencia la necesidad de adoptar enfoques interdisciplinares. Con relación a los resultados educativos, se identifican tres enfoques pedagógicos: estrategias competenciales, centrado en contenidos y educación para la ciudadanía. Las prácticas de enseñanza más frecuentes son la realización de talleres y el diseño de programaciones didácticas. El desarrollo del pensamiento crítico, las experiencias en co-construcción de conocimientos y los valores de la educación cívica son fundamentales contra la desinformación.

Références bibliographiques

  • 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, 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, (pp. 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). 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. 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
La source de données: Dialnet