DigComp and MIL frameworks contribute to fight fake news and disinformation

Ançanello, Juliana Venancio; Casarin, Helen de Castro Silva

doi:10.20396/rdbci.v21i00.8671533/32399

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RDBCI: Revista Digital de Biblioteconomia e Ciência da Informação

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Article • RDBCI : Rev. Digit. Bibl. e Cienc. Inf. 21 • 2023 • https://doi.org/10.20396/rdbci.v21i00.8671533/32399 copy

DigComp and MIL frameworks contribute to fight fake news and disinformation

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Introduction:

The consumption of information and news in the virtual environment, characterized by infinite content, permanent connection and information overload, makes it difficult to discern what is or is not factual information.

Objective:

The objective is to investigate what are the guidelines proposed by the DigComp and MIL documents to prepare individuals against fake news and misinformation.

Methodology:

Content Analysis, more specifically categorical analysis, was used to analyze the selected frameworks. Three analysis categories were created with seven inferences.

Results:

In the Key Concepts category, only misinformation inference is presented in both documents. There are recommendations for the evaluation of information in non-traditional information environments, as inferred in category two in both analyzed frameworks. It was found that DigComp brings specific guidelines regarding the Skills, Knowledge and Attitudes category, while the MIL includes two of the three inferences proposed in the category.

Conclusion:

The documents offer a set of conceptual, pedagogical and strategy-action references that provide guiding elements for the preparation of users, and it is imperative that information professionals are proactive in relation to misinformation and fake news, in addition to knowing, analyzing and criticizing the available references to develop strategies based on the integration of different skills to prepare subjects to use non-traditional informational environments.

KEYWORDS:
Fake news; Disinformation; Media and information literacy; Digital literacy; Information literacy

Categories of analysis	Inferences
1. Key concepts	A - Definition of fake news.
1. Key concepts	B - Definition of disinformation.
2. Information assessment	A - Principles for critical evaluation of information in the context of ICT, social networks, instant messaging apps, and media.
2. Information assessment	B - Principles of evaluation based on objective processes that ensure accuracy, authority, objectivity, timeliness, and comprehensiveness regarding what constitutes factual information.
3. Skills, knowledge, and attitudes	A - Systematized strategies that relate skills, knowledge, and attitudes specifically aimed at combating misinformation and fake news.
	B - Systematized strategies that relate skills, knowledge, and attitudes aimed at recognizing the manipulative aspects of fake news.
	C - Systematized strategies that relate skills, knowledge, and attitudes focused on the use of fact-checking tools.

Dimension	Recommendations
Dimension 1 “Information and Data Literacy”	It is recommended to “[...] ask critical questions to assess the quality of online information.” And to pay attention to “the purposes behind the dissemination and amplification of disinformation.” (p. 12, our translation, emphasis added).
	“Understand that online environments contain all kinds of information and content, including disinformation.” They also warn that although “a topic is widely reported, it does not necessarily mean that it is accurate.” (p. 12, emphasis added)
	“Consider transparency when handling and presenting data [information and digital content] to ensure reliability and identify data [information and digital content] that are expressed with underlying motives (e.g., unethical, profit, manipulation) or in a misleading manner” (p. 14).
Dimension 2 “Communication and Collaboration”	Encourages “Knowing how to flag or report misinformation for fact-checking by organizations and to social media platforms to prevent it from spreading” (p. 18).
Dimension 5 “Problem-Solving”	“Knows how to talk about the importance of recognizing fake news to others (e.g., elderly, young people), showing examples of reliable news sources and how to differentiate between the two.” (p. 49)

Universidade Estadual de Campinas Rua Sérgio Buarque de Holanda, 421 - 1º andar Biblioteca Central César Lattes - Cidade Universitária Zeferino Vaz - CEP: 13083-859 , Tel: +55 19 3521-6729 - Campinas - SP - Brazil
E-mail: rdbci@unicamp.br

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[1] Conflicts of interest:

The authors certify that they have no commercial or associative interest that represents a conflict of interest in relation to the manuscript