The Use of Critical Thinking to Identify Fake News: A Systematic Literature Review

Machete, Paul; Turpin, Marita

doi:10.1007/978-3-030-45002-1_20

Cited by 66 publications

(44 citation statements)

References 11 publications

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“…Information literacy -the ability to effectively find, understand, evaluate and use information -has been linked to the ability to detect misleading news 163 and reduced sharing of misinformation 164 . Generally, information literacy and media literacy (which focuses on knowledge and skills for the reception and dissemination of information through the media) interventions are designed to improve critical thinking 165 and the application of such interventions to spaces containing many different types of information might help people identify misinformation 166 .…”

Section: Suboptimal Emotional Statementioning

confidence: 99%

The psychological drivers of misinformation belief and its resistance to correction

et al. 2022

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Misinformation has been identified as a major contributor to various contentious contemporary events ranging from elections and referenda to the response to the COVID-19 pandemic. Not only can belief in misinformation lead to poor judgements and decision-making, it also exerts a lingering influence on people's reasoning after it has been corrected -an effect known as the continued influence effect. In this Review, we describe the cognitive, social and affective factors that lead people to form or endorse misinformed views, and the psychological barriers to knowledge revision after misinformation has been corrected, including theories of continued influence. We discuss the effectiveness of both pre-emptive ('prebunking') and reactive ('debunking') interventions to reduce the effects of misinformation, as well as implications for information consumers and practitioners in various areas including journalism, public health, policymaking and education.

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Section: Suboptimal Emotional Statementioning

confidence: 99%

The psychological drivers of misinformation belief and its resistance to correction

et al. 2022

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“…Since the advent and spread of COVID-19, ILC has been considered a critical skill because of its role in curtailing fake news regarding the pandemic. According to Machete and Turpin (2020), ILC is a crucial life skill regarding the appearance of fake news in the public conversation. They posited that undergraduates should be taught ILC to identify fake news and manage and scrutinize information.…”

Section: Literature Reviewmentioning

confidence: 99%

Information literacy competence in curtailing fake news about the COVID-19 pandemic among undergraduates in Nigeria

Igbinovia

Okuonghae

Adebayo³

2020

RSR

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Purpose The continuous spread of the corona virus disease 2019 (COVID-19) pandemic has generated public health concern with avalanche of information accompanied by series of fake news. Thus, this study examined the effect of Information Literacy Competency (ILC) in curtailing the spread of fake news among Library and Information Science (LIS) undergraduates in Nigeria. Design/methodology/approach Survey research design of the descriptive type was used to generate data from a group of LIS undergraduates online. The population of the study consisted of 138 LIS undergraduate students who participated in the survey (thus, n = 138). The data retrieved was subjected to descriptive analysis. Findings The study revealed that the students had high level of ILC (x ¯ = 3.42), and there was low prevalence level of COVID-19 pandemic fake news (x ¯ = 2.35) among them. The major causes of COVID-19 fake news were too much information in circulation concerning COVID-19 (x ¯ = 3.44) and the resultant inability to discern or spot fake news from verified and authentic news (x ¯ = 3.28). The study also revealed that ILC had a significant effect in curtailing the spread of COVID-19 fake news with a grand mean of 3.28 against the criterion mean of 2.5. It is implied that LIS undergraduates are educationally position to acquire ILC which is crucial to their identification of fake news and helps to curtail its spread. Research limitations/implications The study is limited in its use of online group for data elicitation within a limited period of three weeks. Also, in its adoption of self-evaluation scale to measure ILC instead of standard information literacy test. Also, the high chances of social desirability bias in sections C and E serve as a limitation to the study. Practical implications The study reinforces the need to enhance structures that flags fake news on social media platforms and integrating IL into schools’ curriculum at all levels. Originality/value This study seeks to pioneer a new area of focus on the relevance of ILC to different global issues that concern the health and well-being.

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“…Individuals urgently need to be able to counteract growing volumes of disinformation (Lazer et al, 2018;Machete & Turpin, 2020). The prevalence of misleading online news and information presents real threats to democracy, public discourse, and public health (Lewandowsky et al, 2017).…”

Section: Learning To Call Bullsh*t Via Induction: Categorization Training Improves Critical Thinking Performancementioning

confidence: 99%

Learning to Call Bullsh*t via Induction: Categorization Training Improves Critical Thinking Performance

Motz¹,

Fyfe²,

Guba³

2021

Preprint

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Participants performed a categorization training task, where each trial presented an example scenario in which an individual makes a claim based on an observation, and participants marked which fallacy or bias, if any, the individual in the scenario was committing. In two studies, we measure the effect of this training task on critical thinking, measured using an open-ended critical thinking assessment, both pre- and post-training. In Study 1, we pilot these materials in an online college course across a full academic semester and observe credible improvements in critical thinking performance. In Study 2, we conduct a pre-registered randomized controlled experiment using online research participants and observe credible improvements in critical thinking relative to no training, and relative to comparable learning activities focused on conventional curricular content. We infer that the categorization training task facilitated inductive learning of patterns of biased and flawed reasoning, which improved participants’ ability to detect and identify such patterns in the delayed open-ended critical thinking assessment. Such categorization training shows promise as an effective and practical method for improving learners’ resistance to online disinformation.

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The Use of Critical Thinking to Identify Fake News: A Systematic Literature Review

Cited by 66 publications

References 11 publications

The psychological drivers of misinformation belief and its resistance to correction

The psychological drivers of misinformation belief and its resistance to correction

Information literacy competence in curtailing fake news about the COVID-19 pandemic among undergraduates in Nigeria

Learning to Call Bullsh*t via Induction: Categorization Training Improves Critical Thinking Performance

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