scholarly journals Toward a Comprehensive Model of Fake News: A New Approach to Examine the Creation and Sharing of False Information

Societies ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 82
Author(s):  
Andrew P. Weiss ◽  
Ahmed Alwan ◽  
Eric P. Garcia ◽  
Antranik T. Kirakosian
Keyword(s):  
Information Literacy ◽  
Information Science ◽  
Information Overload ◽  
Multiple Root ◽  
Role Identity ◽  
Social Capital Theory ◽  
Fake News ◽  
Capital Theory ◽  
Self Disclosure ◽  
Social Positioning

The authors discuss a new conceptual model to examine the phenomenon of fake news. Their model focuses on the relationship between the creator and the consumer of fake news and proposes a mechanism by which to determine how likely users may be to share fake news with others. In particular, it is hypothesized that information users would likely be influenced by seven factors in choosing to share fake news or to verify information, including the user’s: (1) level of online trust; (2) level of self-disclosure online; (3) amount of social comparison; (4) level of FoMO anxiety; (5) level of social media fatigue; (6) concept of self and role identity; and (7) level of education attainment. The implications reach into many well-established avenues of inquiry in education, Library and Information Science (LIS), sociology, and other disciplines, including communities of practice, information acquiring and sharing, social positioning, social capital theory, self-determination, rational choice (e.g., satisficing and information overload), critical thinking, and information literacy. Understanding the multiple root causes of creating and sharing fake news will help to alleviate its spread. Relying too heavily on but one factor to combat fake news—education level, for example—may have limited impact on mitigating its effects. Establishing thresholds for a certain combination of factors may better predict the tendency of users to share fake news. The authors also speculate on the role information literacy education programs can play in light of a more complex understanding of how fake news operates.

scholarly journals Entre hiperinformação e desinformação: o “fio de ariadne” para a preservação da informação na web | Between hyperinformation and disinformation: the "ariadne’s wire" for the preservation of information on the web

2019 ◽  
Vol 15 (1) ◽  
Author(s):  
Bianca Da Costa Maia Lopes ◽  
Arthur Coelho Bezerra
Keyword(s):  
Information Literacy ◽  
Information Science ◽  
Digital Age ◽  
The Internet ◽  
Fake News ◽  
Critical Information ◽  
Web Space ◽  
Political Groups ◽  
The Web

RESUMO No cenário da era digital, partimos de uma reflexão sobre os desafios à preservação da informação na web diante da hiperinformação que trafega pela rede, com destaque para os caminhos percorridos entre informação e desinformação.  Pretendemos abordar   aspectos da memória no espaço da web e tomar a atual circulação de fake news como exemplo que ilustra a dialética da liberdade sociotécnica contemporânea. Em tal contexto, destacamos a relevância dos estudos de “competência crítica em informação” empreendidos por pesquisadores da ciência da informação, que auxiliam a compreender como as informações veiculadas na internet atendem a propósitos específicos de determinados agentes e grupos políticos, reforçando elementos de poder intrínsecos aos regimes de informação.Palavras-chave: Hiperinformação; Memória; Preservação; Competência Crítica em Informação; Era Digital.ABSTRACT In the scenario of the digital age, we start from a reflection on the challenges to the preservation of information on the web in view of the hyperinformation that travels through the network, highlighting the paths traveled between information and disinformation. We intend to address aspects of memory in the web space and take the current fake news circulation as an example that illustrates the dialectics of contemporary sociotechnical freedom. In this context, we highlight the relevance of studies of "critical information literacy" undertaken by Information Science researchers, which help to understand how the information transmitted on the Internet serves the specific purposes of certain agents and political groups, reinforcing intrinsic power elements of information regimes.Keywords: Hyperinformation; Memory; Preservation; Critical Information Literacy; Digital Age.

Factors affecting students’ information literacy self-efficacy

2019 ◽  
Vol 37 (2) ◽  
pp. 183-196 ◽  
Author(s):  
Noa Aharony ◽  
Tali Gazit
Keyword(s):  
Information Literacy ◽  
Self Efficacy ◽  
Design Methodology ◽  
Information Science ◽  
Information Overload ◽  
Digital Native ◽  
Technology Usage ◽  
Content Type ◽  
Factors Affecting ◽  
Demographic Questionnaire

PurposeThe purpose of this paper is to explore how computer self-efficacy (CSE), perceived information overload (IO) and the digital native perspective predict students’ information literacy (IL) self-efficacy.Design/methodology/approachThe research was conducted in Israel and comprised 117 students from the Information Science Department at Bar-Ilan University. Researchers used five questionnaires to gather personal details: a demographic questionnaire, the IL self-efficacy questionnaire, the CSE questionnaire, technology usage (TU) questionnaire and the perceived IO questionnaire.FindingsThe findings confirm that these variables significantly predict students’ IL self-efficacy.Originality/valueInstructors and librarians should be familiar with the issue of individual differences, as well with the issue of students’ age. These factors may help them choose the most appropriate way when instructing IL skills to their students.

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

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Magnus Osahon Igbinovia ◽  
Omorodion Okuonghae ◽  
John Oluwaseye Adebayo
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Information Science ◽  
Virus Disease ◽  
Descriptive Analysis ◽  
Well Being ◽  
Health Concern ◽  
Fake News ◽  
Content Type ◽  
Global Issues

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.

SOCIAL CAPITAL THEORY: ACADEMIC SOCIAL NETWORKING SITES

2020 ◽  
Vol 2020 ◽  
pp. 1169-1180
Author(s):  
Jelena Filipovic ◽  
◽  
Maja Arslanagic Kalajdzic
Keyword(s):  
Social Capital ◽  
Social Networking ◽  
Social Networking Sites ◽  
Social Capital Theory ◽  
Capital Theory

Critical Pedagogy In Libraries: A Unified Approach

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Melissa M. Gustafson
Keyword(s):  
Critical Pedagogy ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Information Science ◽  
Academic Publishing ◽  
Unified Approach ◽  
Information Literacy Instruction ◽  
Scholarly Communications ◽  
Paolo Friere ◽  
Foundational Work

Critical pedagogy originated in the social sciences during the mid-twentieth century with the foundational work of Paolo Friere. More recently in information science, James Elmborg and others have framed critical pedagogy through the lens of information literacy instruction. As a whole the philosophy is one which considers economic, political, and societal systems which influence the entire information life cycle from creation to consumption. Central to the adoption was the incorporation of learners as equals with valid and highly individualized experiences in academic discourse. Beyond information literacy instruction, critical pedagogy has the potential to also benefit and define the librarian's outreach and support role for the scholarly communications process. Scholarly communications encompasses both traditional academic publishing models (peer reviewed journals, conference presentations, etc.) and nontraditional channels (social media, open access, etc.) and is concerned with the information lifecycle as it relates to teaching research and scholarly work. In consideration of scholarly communications processes, issues of critical pedagogy including external market forces, privilege of information, systems of access, and consumption all play a defining role. A move to a more unified approach of critical pedagogy in libraries would highlight crucial issues of information literacy and scholarly communications while simultaneously augmenting the library's role across campus. The evolution of critical pedagogy in libraries is briefly discussed. Current scholarly communications practices in academic libraries as seen through the literature and by examining U.S. library websites is also reviewed. The author makes suggestions for meaningful inclusion of critical pedagogy in libraries through a unified approach to scholarly communications and information literacy programs.

Ciência da Informação e Humanidades Digitais

2019 ◽  
Author(s):  
FRANCISCO CARLOS PALETTA
Keyword(s):  
Labor Market ◽  
Information Literacy ◽  
Digital Library ◽  
Exploratory Study ◽  
Digital Humanities ◽  
Information Science ◽  
Digital Age ◽  
Web Of Data ◽  
The University ◽  
The Web

This work aims to presents partial results on the research project conducted at the Observatory of the Labor Market in Information and Documentation, School of Communications and Arts of the University of São Paulo on Information Science and Digital Humanities. Discusses Digital Humanities and informational literacy. Highlights the evolution of the Web, the digital library and its connections with Digital Humanities. Reflects on the challenges of the Digital Humanities transdisciplinarity and its connections with the Information Science. This is an exploratory study, mainly due to the current and emergence of the theme and the incipient bibliography existing both in Brazil and abroad.Keywords: Digital Humanities; Information Science; Transcisciplinrity; Information Literacy; Web of Data; Digital Age.

Student Experiences with Digital Citizenship: A Comparative Cultural Study

Libri ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Jenna Kammer ◽  
Kodjo Atiso ◽  
Edward Mensah Borteye
Keyword(s):  
United States ◽  
Cultural Study ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Technology Use ◽  
Student Experiences ◽  
The Internet ◽  
Digital Citizenship ◽  
Fake News ◽  
Ethical Aspects

Abstract This comparative cultural study examines differences in digital citizenship between undergraduate information literacy students at two different, but similar, universities across the globe from each other. Under the notion that the internet and prevalence of mobile devices allow students to participate online as digital citizens in ways that were impossible before, we use mixed methods to compare the attitudes and experiences of undergraduate students at a university in the midwestern United States (U.S.), with a university on the southwestern coast of Ghana. We also examine the policies related to technology use at these schools. The findings indicate that Ghanaian students had higher levels of digital citizenship. Other findings suggest that network issues are a problem for students in both schools, especially for Ghana, and ethical aspects of internet use, like cyberbullying, hacking, and fake news, deter students from participating online as much as they would like.

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