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Renee HobbsProfessor of Communication StudiesDirector, Media Education LabUniversity of Rhode Island USATwitter: @reneehobbs
Understanding “Fake News”
Perspectives from the Scholarship on Digital and Media Literacy
www.mediaeducationlab.com
We are socialized to beactive or passive consumers of media
RhetoricPrint Literacy
Visual LiteracyInformation Literacy
Media LiteracyCritical Literacy
Computer LiteracyNews LiteracyDigital Literacy
Literacy in Historical Context
Literacy is the
sharing of meaning in symbolic form
ACCESS
the process of digital and media literacy
LOVE HATE
PRINT VISUAL SOUND DIGITAL
EMPOWERMENT – PROTECTION PARADIGMPeople have a love-hate relationship with
media, technology and popular culture
Choice Overload
entertainmentinformationpersuasion
New Realities in a Networked Global Society
Cost to produce content is low
Massive fragmentation of production & consumption
Viral sharing means popularity = profit
Content is consumed as unbundled snippets on social media
Selective exposure
Confirmation bias
Reality maintenance
Performative sharing
60% of people share content without reading/viewing it
Essentials of Human Information Processing
New Forms of Authority & Expertise
Attention economics is surpassing traditional forms of authority and expertise
our attention — and most of it free — being found is valuable."
Immediacy Personalization InterpretationFindability
re
POSTED TO THE Seattle Tribune Sunday, Feb. 26
IDENTIFIED AS FAKESnopesThursday, March 2
PolitfactFriday, March 3
FLAGGED BY FACEBOOKSaturday, March 4
re
Sample: A representative sample of 1,684 UK adultsMethod. Participants were shown 6 news stories: 3 were true, 3 were falseFindings:• Only 4% accurately identified the stories
that were accurate and those which were fake
• 49% thought at least one of the fake stories was true
• Among those who consider Facebook a primary source of news, 71% thought at least one of the fake stories was true
SOURCE: Channel 4, UK. Fake News Research, February 7, 2017.
Six Types of “Fake News”
DisinformationPropaganda
Six Types of “Fake News”
HoaxesParody/Satire
Six Types of “Fake News”
Errors in JournalismPartisanship
Blurring Genres and Motives
DisinformationPropaganda
HoaxParody/Satire
Errors in JournalismPartisanship
Informing and Engaging the Public
Controlling Knowledge, Attitudes & Values
Cultural Criticism or Creative Expression
Can labeling and algorithms address the problem of fake news?
WTO 5 News
960,000 Facebook shares by November 8, 2016
Who decides what “signals of quality” should be used to label online news content?
Key Concepts of Media Literacy
Messages are ConstructedRepresentations
Messages are Constructed Representations
Messages Use Different Codes and Conventions
Messages are Constructed Representations
People Interpret Messages Differently
Messages Use Different Codes and Conventions
Messages are Constructed Representations
People Interpret Messages Differently
Messages Use Different Codes and Conventions
Messages Have Economic &
Political Power
Messages are Constructed Representations
Messages Influence Attitudes and Behaviors
People Interpret Messages Differently
Messages Use Different Codes and Conventions
Messages Have Economic &
Political Power
Algorithms are not neutral: because they are constructed by people, they have an author, purpose, point of view & bias
New forms of online news and information are evolving with a range of different “signals of quality”
Because people create & interpret messages in light of their lived experience, respect for diverse perspectives is needed
Everyone needs to understand the economics of the Internet, especially pay-per-click, sponsored content and native advertising
People need to take time to reflect on how they are using the media and how the media is using them
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Consumers and creators are both responsible for advancing digital and media literacy
“The Role of Media and Information Literacy (MIL) Instructional Strategies in the Prevention of Violent Extremism,” United Nations, Febuary 9, 2017
Based on a major research project funded by the European Commission
Explores how discriminatory stereotypes are built online with a particular focus on right-wing populism
Recognizes that young people are the preferred target for promoting hate speech
Examines how media literacy education can help to deconstruct hate speech and promote young people’s full participation in media-saturated societies
Professor Maria Ranieri, University of Florence
Use of Media
“There have been no official and systematic policies created by the Italian Ministry of Education, and development in media education and its application has only been provided by some scholars in the universities and by teachers in the schools.
ICT and media literacy education are still not included as a compulsory part of the curriculum…”
www.mediaeducationlab.com
www.mindovermedia.tv
Media organizations & educational leaders can reduce political polarization and strengthen
global democracy by building people’s digital and media literacy competencies
The highest result of education is tolerance. ~ Helen Keller
o Hobbs R. & Tuzel, S. (2017). The Use of Social Media and Popular Culture to Advance Cross Cultural Understanding. Communicar.
o Media Education Lab (2016). Mind Over Media: Analyzing Contemporary Propaganda. [Interactive media.] www.mindovermedia.tv
o Martens, H. & Hobbs, R. (2015). How media literacy supports civic engagement in a digital age. Atlantic Journal of Communication 23(2), 120 – 137.
o Hobbs, R. & McGee, S. (2014). Teaching about propaganda: An examination of the historical roots of media literacy. Journal of Media Literacy Education 6(2), 56 – 67.
o Hobbs, R. (2013). Improvization and strategic risk taking in informal learning with digital media literacy. Learning, Media and Technology, 38(2), 182-197.
o Hobbs, R. (2013). The blurring of art, journalism and advocacy: Confronting 21st century propaganda in a world of online journalism. I/S: A Journal of Law and Policy for the Information Society 8(3), 625 – 638.
o Hobbs, R., Yoon, J., Al-Humaidan, R., Ebrahimi, A. & Cabral, N. (2011). Online digital media in elementary school. Journal of Middle East Media 7(1), 1 – 23.
o Hobbs, R., Ebrahimi, A., Cabral, N., Yoon, J., & Al-Humaidan, R. (2011). Field-based teacher education in elementary media literacy as a means to promote global understanding. Action for Teacher Education 33, 144 – 156.
o Hobbs, R. (2011). A snapshot of multinational media education in six European countries. Trans: Un’istantanea multinazionale sulla ME in sei paesi europei. Media Education. Studi, ricerche, buone pratiche [Italy] 1(1), 53 – 70.
o Hobbs, R., Cohn-Geltner, H. & Landis, J. (2011). Views on the news: Media literacy empowerment competencies in the elementary grades. In C. Von Feilitzen, U. Carlsson & C. Bucht (Eds.). New questions, new insights, new approaches. The International Clearinghouse on Children, Youth and Media. NORDICOM. University of Gothenburg, Sweden (pp. 43 – 56).
o Hobbs, R. and RobbGrieco, M. (2010). Passive dupes, code breakers, or savvy users: Theorizing media literacy education in English language arts. In D. Lapp and D. Fisher (Eds.), Handbook of research on teaching the English language arts. Third edition. New York: Routledge (pp. 283 – 289).
www.mediaeducationlab.com
Renee Hobbs Professor of Communication StudiesDirector, Media Education LabHarrington School of Communication and MediaUniversity of Rhode Island USA
Email: [email protected]: @reneehobbsWEB: www.mediaeducationlab.com