Critical Information Literacy as a Path to Resist “Fake News”: Understanding Disinformation as the Root Problem

Abstract

This paper proposes to discuss the problem of Fake News, its root problem disinformation and the path to resist it, critical information literacy. It initially distinguishes the concepts of fake news and disinformation through the views of authors as Allcott & Gentzkow (2017), Chomsky (2014), Serrano (2010) and Volkoff (1999). Our perspective considers that none of these phenomena are new or recent, and we do not consider the “combat” of fake news to be a simple task, considering that it involves issues related to the limits of freedom of speech and media censorship. Fake News are understood as intentionally and verifiably false articles created to manipulate people and disinformation as a bigger ensemble of techniques to manipulate public opinion for political gain with perverted (but not only false) information. One way to deal with these matters goes through a more complex process: the development of critical information literacy in the society as a whole. This concept is studied from the work of Downey (2016), Elmborg (2012), Freire (1967;1970) and others. Freire’s critical pedagogy helps the self-construction of subjects aware of their position and their social role, and it is a basic key for the formation of autonomous, critical and responsible individuals. Based on that, critical information literacy is a state of vigilance towards information that enables people to understand that information is socially constructed and to use it to produce new information in a creative and contextualized way. It concludes that critical information literacy is a consistent tool of resistance to Fake News as it allows people not only survive the informational flood but mainly to build a more ethical society in the use of information.

Digital Media Literacy In the Age of Mis/Disinformation: The Case of Moroccan University Students

“…Undergraduate students seem to lack important fact-checking skills, which may lead them to accept information at face value. The deficit in digital media literacy has been identified as a critical factor explaining widespread belief in online misinformation (Brisola & Doyle, 2019). Little rigorous evidence exists on the relationship between digital media literacy and students' ability to discern low-from high-quality news content online.…”

Critical Information Literacy Education Strategies for University Students in the Post-Pandemic Era

“…Therefore, this literacy serves as a weapon against false news. It not only allows people to survive in information overflow, but also creates a society wherein information is used more morally [3] . Since information literacy is a set of skills, attitudes, and knowledge needed to recognize when information is required to solve problems or make decisions, it means that it can only function when it is linked with the concept of "critical thinking," which is an ability to distinguish facts from fiction, form opinions on a specific topic, and accept what they may or may not agree with [4] .…”

“Imbecilization” in the disinformation society: what can information literacy do about it?

“…It is not a simple action, but a complex of actions that construct an intentionally determined scenario. Disinformation involves decontextualized, fragmented, manipulated, biased and removed information from its historicity, which erases, distorts, subtracts, labels or confuses reality (Brisola and Doyle, 2019).…”

“…That said, other phenomena are presented as examples of contemporary contexts favorable to the problem (Brisola and Doyle, 2019):…”

“…(2) the "war" against disinformation is not an easy and/or a mechanical task, as it involves issues intrinsic to the limits of freedom of expression and censorship in the media context; and (3) in the recognition of information literacy as an angular tool to the everyday information problems. Therefore, information literacy must be seen as essential in human preparation for the critical analysis of the information received, in addition to discerning the relevance, reliability, pertinence and context presented (Brisola and Doyle, 2019).…”