Nowadays, people increasingly choose to turn to the Internet and especially to social media for news and other types of content, while often not questioning the trustworthiness of the information. An acute form of this problem is that children and adolescents tend to include the use of new technologies in all the aspects of their daily life, yet most of them are unable to distinguish between fake news and trustful information in an online environment. This study is based on a Dutch empirical study and was conducted in Romania to examine whether schoolchildren and adolescents were able to identify a hoax website as fake, using a self-administrative questionnaire and open group discussions about the given online source. Similar to other studies based on the same research design, this research aims to explore the vulnerability of students to fake news and the way they experience an experimental situation in which they are exposed to online fake information. This exploratory study revealed that both children and adolescents are not preoccupied with the trustworthiness of the information they are exposed to in social media. While only 4 of the 54 students stated that they would not choose to save a fake animal (from a hoax website), all four of them had reasons that proved that they did not perceive the information as being a hoax. Thus, participants proved that they would act upon being exposed to fake information even when they do not trust the source.

The rise of Internet and the pervasiveness of communication and information technologies have allowed many societies to successfully reduce inequalities in access to information. However, the spread of fake news endangers the value and trustworthiness of the information being accessed. Although the dominant approach to reduce the spread of fake news includes legal measures and technological innovations (e.g., automatic fact-checking applications), Media Literacy Training and Interventions are also ways to empower people to fight fake news. The present scoping literature review examines the Media Literacy Training and Intervention options available, offering an overview of the extent to which they include an explicit fake news component, whether they are evidence based and the social groups (including different generations) for which they were tailored. We found that students and educators were the main target groups, almost wholly to the exclusion of other groups; that they took place mainly in educational settings; and that, at least in the case of the training sessions, they were not evidence based, which meant that neither the long-term nor short-term efficacy could be tested. Such findings shed light on the relatively poor reliability of the available training and interventions, and on their limited effectiveness in the target groups.