Creadores y espectadores frente al desorden informativo online. Efectos de la producción de contenidos digitales en competencias informativas

  1. Gabriella Taddeo
  2. Belinda de Frutos Torres
  3. María Cruz Alvarado López
Journal:
Comunicar: Revista Científica de Comunicación y Educación

ISSN: 1134-3478

Year of publication: 2022

Issue Title: Sociedad de la desinformación: El impacto de las fake news en la esfera pública

Issue: 72

Pages: 9-20

Type: Article

DOI: 10.3916/C72-2022-01 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Comunicar: Revista Científica de Comunicación y Educación

Abstract

Misinformation on social media is a major problem facing our society. The experience deriving from use does not guarantee success in identifying false information. This study seeks to determine whether an active role in social media impacts on informational skills. For this purpose, we designed a survey that was administered to 756 young people between 16 and 26 years of age from different educational levels. The results show a profile of creative users who participate in generating their own content and sharing their recommendations openly, as opposed to another profile, the “spectators”, focused on entertainment and interaction. The creator profile is the variable that most contributes to reporting fake news on social media. When contrasting information, educational level is the most relevant aspect, although academic results and creator users also represent a significant contribution. Greater trust in the sources found on social media identifies the active profile, while distrust is associated with the spectators. We recommend that media education puts in place actions intended to recuperate trust in social media, so that they can be utilized critically, encouraging active, not reactive use.

€ View funding

Funding information

Funders

Bibliographic References

  • Ballesteros, J C & Picazo, L . 2018. Las TIC y su influencia en la socialización de adolescentes. Fundación de Ayuda Contra la Drogadicción (FAD)
  • Luo, H, Cai, M & Cui, Y . 2021. Spread of misinformation in social networks: Analysis based on Weibo tweets. Security and Communication Networks
  • OCDE (Ed.) 2016. Skills for a digital Word. OECD Publishing
  • Carretero, G S, Vuorikari, R & Punie, Y . 2017. DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use. Publications Office of the European Union
  • Wilson, C, Grizzie, A, Tuazon, R, Akyempong, K & Cheung, C K . 2011. Alfabetización mediática e informacional. Currículum para profesores. UNESCO
  • Mascheroni, G, Cino, D, Mikuska, J, Lacko, D & Smahel, D . 2020. Digital skills, risks and wellbeing among European children. Report on (f)actors that explain online acquisition, cognitive, physical, psychological and social wellbeing, and the online resilience of children and young people. ySKILLS-youth skills
  • Allcott, H, Gentzkow, M & Yu, C . 2019. Trends in the diffusion of misinformation on social media. Research and Politics 6(2):1–13.
  • López-De-Ayala, M C, Vizcaíno-Laorga, R & Montes-Vozmediano, M . 2020. Hábitos y actitudes de los jóvenes ante las redes sociales: Influencia del sexo, edad y clase social. Profesional de la Información 29(6):1–13.
  • Jenkins, H, Shresthova, S, Gamber-Thompson, L, Kligler-Vilenchik, N & Zimmerman, A . 2016. By any media necessary: The new youth activism. New York University Press
  • De-Frutos-Torres, B, Pastor-Rodríguez, A & Martín-García, N . 2021. Consumo de las plataformas sociales en Internet y escepticismo a la publicidad. Profesional de la información 30.
  • Bradshaw, S & Howard, P N . 2019. The global disinformation order: 2019 Global inventory of organized social media manipulation. Working Paper 3. University of Oxford
  • Vizcaíno-Laorga, R, Catalina-García, B & Ayala-López, M C López De . 2019. Participation and commitment of young people in the digital environment. Revista Latina de Comunicacion Social 74:554–572.
  • Mele, N, Lazer, D, Baum, M, Grinberg, N, Friedland, L, Joseph, K & Mattsson, C . 2017. Combating fake news: An agenda for research and action.
  • Vosoughi, S, Roy, D & Aral, S . 2018. The spread of true and false news online. Science 1151:1146–1151.
  • Bernal-Triviño, A I . 2015. Tecnología, redes sociales, política y periodismo. ¿Pluralidad informativa o efecto bumerán? Cuadernos.Info 36:191–205.
  • Hasher, L, Goldstein, D & Toppino, T . 1977. Frequency and the conference of referential validity. Journal of Verbal Learning and Verbal Behavior 16(1):80012–80013.
  • Eurobarometer (Ed.) 2018. Fake news and disinformation online. https://doi.org/10.2759/559993
  • Babaei, M, Kulshrestha, J, Chakraborty, A, Redmiles, E M, Cha, M & Gummadi, K P . 2021. Analyzing biases in perception of truth in news stories and their implications for fact checking. IEEE Transactions on Computational Social Systems 1–12.
  • Scherer, R, Rohatgi, A & Hatlevik, O E . 2017. Students' profiles of ICT use: Identification, determinants, and relations to achievement in a computer and information literacy test. Computers in Human Behavior 70:486–499.
  • Ardèvol-Abreu, A, Delponti, P & Rodríguez-Wangüemert, C . 2020. Intentional or inadvertent fake news sharing? Fact-checking warnings and users’ interaction with social media content. Profesional de la Información 29:1–13.
  • Figueira, J & Santos, S . 2019. Perceptions about fake news in Portuguese higher education students: An analysis of consumption and attitudes. Profesional de La Información 28:1–16.
  • Burguet-I-Arfelis, M & Buxarrais, M R . 2012. Competencias ético-digitales transversalidad y paradojas. In: L. García-Aretio , ed. Sociedad del conocimiento y educación. (pp. 221-226)
  • Van-Dijck, J . 2009. Users like you? Theorizing agency in user-generated content. Media, Culture & Society 31(1):41–58.
  • Sánchez-García, F J . 2021. Educar la mirada. El discurso informativo de las “fake news” en el currículo de Secundaria y Bachillerato. Contextos Educativos. Revista de Educación 27:153–167.
  • Pereira, S, Moura, P, Masanet, M J, Taddeo, G & Tirocchi, S . 2018. Media uses and production practices: Case study with teens from Portugal, Spain and Italy. Comunicación y Sociedad 33:89–114.
  • Van-Deursen, A J A M & Van-Dijk, J A G M . 2014. The digital divide shifts to differences in usage. New Media & Society 16(3):507–526.
  • T., Golob,, M., Makarovic, & M., Rek, . 2019. Meta-reflexivity for resilience against disinformation. [Meta-reflexividad para la resiliencia contra la desinformación] Comunicar 66:107–118.
  • Hargittai, E & Hinnant, A . 2008. Digital inequality: Differences in young adults' use of the Internet. Communication Research 35(5):602–621.
  • Tandoc, E C, Lim, Z W & Ling, R . 2018. Defining “fake news”: A typology of scholarly definitions. Digital Journalism 6(2):137–153.
  • Avram, M, Micallef, N, Patil, S & Menczer, F . 2020. Exposure to social engagement metrics increases vulnerability to misinformation. Harvard Kennedy School Misinformation Review 1–9.
  • Taddeo, G & Tirocchi, S . 2019. Transmedia teens: The creative transmedia skills of Italian Students. Information, Communication & Society 24(2):241–257.
  • García-Valcárcel, A & Martín-Del-Pozo, M . 2015. Análisis de las competencias digitales de los graduados en titulaciones de Maestro. RELATEC 15(2):155–168.
  • Jenkins, H, Clinton, K, Purushotma, R, Robison, A & Weigel, M . 2006. Confronting the challenges of participatory culture: Media education for the 21stCentury. White Paper. MacArthur Foundation
  • European Commission (Ed.) 2018. A multidimensional approach to disinformation. Report of the Independent High level group on fake news and online Disinformation. Publications Office of the European Union
  • Mihailidis, P & Viotty, S . 2017. Spreadable spectacle in digital culture: Civic expression, fake news, and the role of media literacies in “post-fact” society. American Behavioral Scientist 61(4):441–454.
  • Litt, E . 2013. Measuring users' Internet skills: A review of past assessments and a look toward the future. New Media & Society 15(4):612–630.
  • Ahmed, S . 2021. Who inadvertently shares deepfakes? Analyzing the role of political interest, cognitive ability, and social network size. Telematics and Informatics 57:1–10.
  • UNESCO (Ed.) 2019. Marco de competencias de los docentes en materia de TIC. Versión 3.
  • Pennycook, G & Rand, D . 2019. Lazy, not biased: Susceptibility to partisan fake news is better explained by lack of reasoning than by motivated reasoning. Cognition 188:39–50.
  • Santamaría-Cárdaba, N, Martínez-Scott, S & Vicente-Mariño, M . 2021. Discovering the way: Past, present and possible future lines of global citisenship education. Globalisation, Societies and Education 19:687–695.
  • Petrucco, C & Agostini, D . 2021. Student perceptions of fake news. International Journal of Digital Literacy and Digital Competence 11(2):28–43.
  • Area-Moreira, M & Pessoa, T . 2012. From solid to liquid: New literacies to the cultural changes of Web 2.0. [De lo sólido a lo líquido: Las nuevas alfabetizaciones ante los cambios culturales de la Web 2.0] Comunicar 38:13–20.
  • García-Valcárcel, A . 2016. Las competencias digitales en el ámbito educativo. Gredos
  • Andersen, J & Søe, S O . 2020. Communicative actions we live by: The problem with fact-checking, tagging or flagging fake news - the case of Facebook. European Journal of Communication 35(2):126–139.
  • Törnberg, P . 2018. Echo chambers and viral misinformation: Modeling fake news as complex contagion. PLoS ONE 13(9):1–21.
  • Ala-Mutka, K . 2011. Mapping digital competence: Towards a conceptual understanding. JRC-IPTS European Commission
  • Herrero-Diz, P, Conde-Jiménez, J, Tapia-Frade, A & Varona-Aramburu, D . 2019. The credibility of online news: An evaluation of the information by university students. Cultura y Educación (2) 31.
  • De-Keersmaecker, J & Roets, A . 2017. Fake news’: Incorrect, but hard to correct. The role of cognitive ability on the impact of false information on social impressions. Intelligence 65:107–110.
  • Jones-Jang, S M, Mortensen, T & Liu, J . 2021. Does media literacy help identification of fake news? Information literacy helps, but other literacies don’t. American Behavioral Scientist 65(2):371–388.
  • Mønsted, B, Sapiezynski, P, Ferrara, E & Lehmann, S . 2017. Evidence of complex contagion of information in social media: An experiment using twitter bots. PloS ONE (9) 12.
  • Kim, E M & Yang, S . 2016. Internet literacy and digital natives’ civic engagement: Internet skill literacy or Internet information literacy. Journal of Youth Studies 19(4):438–456.
  • Lewandowsky, S, Ecker, U K H, Seifert, C M, Schwarz, N & Cook, J . 2012. Misinformation and its correction: Continued influence and successful debiasing. Psychological Science in the Public Interest 13(3):106–131.
  • Jenkins, H & Carpentier, N . 2013. Theorizing participatory intensities: A conversation about participation and politics. Convergence 19(3):265–286.
  • Boni, A, Belda-Miquel, S & Calabuig, C . 2020. Critical global citizenship education. Síntesis
  • Wardle, C & Derakhshan, H . 2017. Information disorder: Toward an interdisciplinary framework for research and policy making. Council of Europe Report 1–108.
  • Papadopoulos, S, Bontcheva, K, Jaho, E, Lupu, M & Castillo, C . 2016. Overview of the special issue on trust and veracity of information in social media. ACM Transactions on Information Systems 34(3):1–5.
  • Woolley, S & Howard, P H . 2018. Computational propaganda: Political parties, politicians, and political manipulation on social media. Oxford University Press
  • Soengas-Pérez, X, López-Cepeda, A M & Sixto-García, J . 2019. Dieta mediática, hábitos de consumo de noticias y desinformación en los universitarios españoles. Revista Latina de Comunicación Social 74:1056–1070.
  • Howard, P N, Neudert, L M & Prakash, N . 2021. Digital misinformation / disinformation and children. UNICEF
  • Livingstone, S & Helsper, E . 2010. Balancing opportunities and risks in teenegers’ use of the Internet: The role of online skills and Internet self-efficacy. New Media & Society 12(2):309–329.
  • Buckingham, D . 2019. Teaching media in a ‘post-truth’ age: Fake news, media bias and the challenge for media/digital literacy education. Cultura y Educación 31:213–231.
  • Chan, M, Pui, S, Jones, C R, Hall-Jamieson, K & Albarracín, D . 2017. Debunking: A meta-analysis of the psychological efficacy of messages countering misinformation. Psychological Science 28(11):1531–1546.
  • Dechêne, A, Stahl, C, Hansen, J & Wänke, M . 2010. The truth about the truth: A meta-analytic review of the truth effect. Personality and Social Psychology Review 14(2):238–257.
  • Guerrero-Pico, M, Masanet, M J & Scolari, C A . 2019. Toward a typology of young produsers: Teenagers’ transmedia skills, media production, and narrative and aesthetic appreciation. New Media & Society 21(2):336–353.
Data source: Dialnet