Play the villain: Learn to fight disinformation with news literacy (EuroDIG 2019 – video | wiki)

The lack of news literacy lies at the root of the disinformation or “fake news” crisis. In this workshop, we will work to address the issue and suggest solutions through a game. Both the live and remote audience will play posing as the “bad guy” that creates disinformation, first through impersonation, then by exploiting people’s emotions. The end goal is to be picked up by mainstream media and successfully mine people’s trust by polluting the information ecosystem. Key participants will help find the way from scepticism to a healthy relation with the news, and debrief participants to offer recommendations and resources to help increase news literacy.

The Internet Trust Tool – NewsGuard

Trust ratings for all the news sites that account for 95% of engagement. Written by journalists, not secret algorithms. Transparent, accountable, and right in your browser.

Get detailed trust ratings for 6,000+ news websites that account for 95% of online engagement with news. See ratings displayed as icons next to links on all the major search engines and social media platforms. See who’s behind each site and how it fares on the nine journalistic standards NewsGuard uses to assess each site. Get warnings on new trending misinformation sites as they are flagged and rated by NewsGuard’s 24/7 rapid response SWAT team.

Media literacy fundamentals – Media Smarts

This section looks at the various aspects and principles relating to media literacy. The relationship between media literacy and media education is also explored and tips are provided for integrating media literacy into the classroom in subjects across the curriculum.

They are the most comprehensive media bias resource on the internet. There are currently 3800+ media sources and journalists listed in our database and growing every day. Don’t be fooled by Fake News sources. Use the search feature above (Header) to check the bias of any source.

Media and information literacy resources – UNESCO

People across the world are witnessing a dramatic increase in access to information and communication. While some people are starved for information, others are flooded with print, broadcast and digital content. Media and Information Literacy (MIL) provides answers to the questions that we all ask ourselves at some point. How can we access, search, critically assess, use and contribute content wisely, both online and offline? What are our rights online and offline? What are the ethical issues surrounding the access and use of information? How can we engage with media and ICTs to promote equality, intercultural and interreligious dialogue, peace, freedom of expression and access to information?

Through capacity-building resources, such as curricula development, policy guidelines and articulation, and assessment framework, UNESCO supports the development of MIL competencies among people. Free and open online courses are available for self-paced learning about MIL. Through media and information technologies, the Organisation facilitates networking and research through the Global Alliance for Partnerships on MIL (GAPMIL) and MIL University Network. The recently-launched MIL CLICKS social media initiative is also part of UNESCO’s strategy to enable media and information literate societies.

Focus on media and information literacy – Better Internet for Kids

The sixth edition of the Better Internet for Kids (BIK) bulletin has now been published with a focus on media and information literacy in Europe.

Fact-checking and verification resources – GIJN

A comprehensive list of resources concerning the digital medial literacy.

Did media literacy backfire? – Points: Data & Society

Anxious about the widespread consumption and spread of propaganda and fake news during this year’s election cycle, many progressives are calling for an increased commitment to media literacy programs. Others are clamoring for solutions that focus on expert fact-checking and labeling. Both of these approaches are likely to fail — not because they are bad ideas, but because they fail to take into consideration the cultural context of information consumption that we’ve created over the last thirty years. The problem on our hands is a lot bigger than most folks appreciate.

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