Year: 2018
Type: article
Abstract: Digital Literacy, Fake News and EducationThe COST IS1401 report on Digital Literacy and Education (Brites, 2017) addressed, across Europe, a set of fundamental questions:A revolution is going on at the very moment you read these words and you are repeatedly participating in it every time you log in.As with every revolution, the digital one started from a passion, a vision, an urgency to spread, and the promise of qualitative changes to come.One such change was the recent declaration of the United Nations (2016) on considering internet access a basic human right.How spread is this right across Europe?Is it the case that the digital is fundamentally changing literacy?What is the landscape of digital literacy and education interactions across European countries?What challenges does digital literacy pose to education in Europe?(Brites, 2017) Since the report was published, the issue of 'fake news' has been high on the agenda for media and digital literacy academics, teachers, journalists and researchers.The need for education to offer a preventative antidote to the dangers of fake news has been in the public discourse.Recently, the European Commission (EC) published a report on effective media literacy education practices to address disinformation) (McDougall, Zezulkova, van Driel and Sternadel, 2018) and shared the findings in Brussels at a policy-facing event on 'Strengthening Common European Values through Education'.In the same time-frame, UNESCO produced a handbook for journalism education (Ireton and Prosetti, 2018) on the same theme and convened a panel at the end of the year at the Reuters Institute at Oxford University.
Source: Culture and Education
Authors: McDougall, Julian, Brites, M.J., Couto, M.J., Lucas, C.
Language: Spanish
Subfield: Literature and Literary Theory
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W2971013191