Desinfaketion Hub: a teaching proposal to conduct verification against political disinformation in the classroom
Abstract
The Gartner report (2017) predicted that in 2022 most citizens in developed countries will consume more hoaxes and misleading or inaccurate information than true information. It is becoming increasingly clear that disinformation has become a major global problem (European Commission, 2021), but so is misinformation, since it contributes, in equal measure, to nurturing the infodemic climate (WHO, 2020) in society. Given this social framework, therefore, the main task of universities, and more specifically of Faculties of Information and Communication Sciences, should be to educate students on the dangers of these informational disorders (Wardle & Derakhshan, 2017) and to train students’ skills so they can fight disinformation and misinformation autonomously. Based on this premise, this study presents an academic initiative linked to an innovative teaching project that aims to test the verification skills of undergraduate Communications students in Seville and Córdoba. To do this, through the Project-Based Learning (PBL) methodology, a verification platform has been designed and created, called Desinfaketion Hub, in which students taking courses in either digital journalism or public opinion (in the third and fourth year of the Communications degree, respectively) publish literacy news and denials of hoaxes each week that they detect in local or regional media and on social networks.
Keywords
Project-Based Learning, skills, disinformation, teaching innovation, misinformation, fact-checkingReferences
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