Alfabetización mediática contra la desinformación: análisis de 25 iniciativas promovidas en España

José Juan Verón Lassa; Ana Belén Sancho-Ligorred; Brenda Pérez -Zapater

doi:10.31921/doxacom.n41a2899

Authors

José Juan Verón Lassa Universidad San Jorge https://orcid.org/0000-0003-4406-4762
Belén Sancho-Ligorred Universidad San Jorge https://orcid.org/0000-0003-2472-1470
Brenda Pérez -Zapater Universidad San Jorge https://orcid.org/0000-0002-6551-6660

DOI:

https://doi.org/10.31921/doxacom.n41a2899

Keywords:

Disinformation, educational innovation, fake news, communication, media literacy

Abstract

Disinformation has emerged as a serious global social issue. As a result, public and private organisations have spent years promoting initiatives and projects aimed at combating and counteracting its impact on society, particularly among vulnerable groups such as young people and older people. This research examines and compares the wide range of educational projects developed in Spain in recent years. Using a qualitative, case-based research methodology, the study identifies the benefits of each initiative and emphasises the importance of education as the primary driver in the fight against disinformation.

Downloads

Download data is not yet available.

Global Statistics

1404 Views	2460 Downloads
3864 Total

Downloads by format:

PDF (Spanish) 1145 PDF 941 EPUB (Spanish) 108 EPUB 168 HTML (Spanish) 52 HTML 46

Author Biographies

José Juan Verón Lassa, Universidad San Jorge

Professor of Specialised Journalism at San Jorge University, where he is the Director of the Bachelor’s Degree in Journalism. PhD in Journalism and Communication from the Autonomous University of Barcelona. His research addresses aspects related to political communication and the effects of information on public opinion. In recent years, his work has centred on phenomena related to disinformation. He has published in indexed journals, as well as several monographs and numerous chapters in collective volumes. He is part of several research projects and is a member of Communication, Journalism, Politics, and Citizenship, which is recognised as a reference group by the Government of Aragon.
Belén Sancho-Ligorred, Universidad San Jorge

Associate Lecturer and Researcher in the Journalism Degree program at the San Jorge University. She is a PhD candidate in Communication and Journalism at the Autonomous University of Barcelona. Her doctoral research combines research lines on disinformation driven by hate speech and Media and Information Literacy. She has published research articles in indexed journals and participated in national conferences. Other areas of work focus on artificial intelligence and its relationship to journalistic practice. She is a member of the research group Communication, Journalism and Citizenship, recognised as a reference group by the Government of Aragon.
Brenda Pérez -Zapater, Universidad San Jorge

Lecturer and researcher at the San Jorge University, with professional experience in journalism, public relations and marketing. Her research focuses on the entertainment audiovisual sector and the transformation of the film industry in response to the rise of streaming platforms. She has worked at media outlets such as Agencia EFE in London. Other lines of research within her projects include disinformation, artificial intelligence and Media and Information Literacy. She is a member of the research group Culture and Audiovisual Communication, recognised as a reference group by the Government of Aragon.

References

Anderson, C. W. (2021). Fake News is Not a Virus: On Platforms and Their Effects. Communication Theory, 31(1), 42-61. https://doi.org/10.1093/ct/qtaa008

Aula Check (s.f.). https://aulacheck.ibercivis.es/

Barral, L., Moraño; X., Barral, P., & Guiteras, X. (2021)- Desactiva tus prejuicios y piénsalo otra vez. Encuesta sobre prejuicios nocivos en la juventud española. Informe de Resultados. Madrid. Fad: Centro Reina Sofía sobre Adolescencia y Juventud. https://doi.org/10.5281/zenodo.4742074

Benavides Vanegas, F. S. (2020). Emoticons, memes and cyberbullying: gender equality in Colombia. Social Semiotics, 30(3), 328- 343. https://doi.org/10.1080/10350330.2020.1731169

Blanco-Alfonso, I., Rodríguez-Fernández, L., & Arce-García, S. (2022). Polarization and hate speech with gender bias associated with politics: analysis of interactions on Twitter. Revista de Comunicación, 21(2), 33-50. https://doi.org/10.26441/RC21.2-2022-A2

Bustos Díaz, J., & Ruiz del Olmo, F. J. (2020). Fuentes verificadas ante las Fakes News. El caso de Facebook, Google y Microsoft frente a la desinformación durante el COVID-19. Revista De Estilos De Aprendizaje, 13(26), 7–18. https://doi.org/10.55777/rea. v13i26.2158

Caza bulos (s.f.). https://www.cazabulos.es/

Colegio Profesional de Periodistas de Andalucía (s.f.). Puesta en marcha del Taller ‘Mayores con Wifi’ para la alfabetización mediática de las personas de edad avanzada. Periodistasandalucia.es. http://bit.ly/4j45JAp

Comisión Europea. (2021). Eurobarómetro Standard 94. Opinión Pública en la Unión Europea - España invierno 2020-2021. Kantar Belgium. https://europa.eu/eurobarometer/surveys/detail/2355

Congreso de los Diputados, Oficina de Ciencia y Tecnología del Congreso. Informe C: Desinformación en la era digital. (2023) www.doi.org/10.57952/j3p6-9086

Dame Adjin-Tettey, T. (2022). Combating fake news, disinformation, and misinformation: Experimental evidence for media literacy education. Cogent Arts & Humanities, 9(1), 2037229. https://doi.org/10.1080/23311983.2022.2037229

Desenreda (s.f.). https://bit.ly/454SMCU

Digital Education Action Plan (2021-2027) https://bit.ly/4kclJRE

EduCAC (s.f.). https://www.educac.cat/

Figueira, J., & Santos, S. (2019). Percepción de las noticias falsas en universitarios de Portugal: análisis de su consumo y actitudes. Profesional de la Información, 28(3), 1-16. https://doi.org/10.3145/epi.2019.may.15

Foro Económico Mundial. (2024). Informe sobre riesgos globales 2024. https://bit.ly/44y8LJJ

García Avilés, J. A. (2024). Nueve propuestas para llevar la alfabetización mediática a otro nivel. Revista de Innovación en Periodismo. https://bit.ly/4n02rBh

Geers, S., Boukes, M., & Moeller, J. (2020). Bridging the gap? The impact of a media literacy educational intervention on news media literacy, political knowledge, and political efficacy among lower-educated youth. Journal of Media Literacy Education, 12(2), 41-53. https://doi.org/10.23860/JMLE-202012-2-4

Gelfert, A. (2018). Fake news: A definition. Informal Logic, 38(1), 84-117. https://doi.org/10.22329/il.v38i1.5068

Gómez-Calderón, B., Córdoba-Cabús, A., y López-Martín, A. (2023). Las fake news y su percepción por parte de los jóvenes españoles: el influjo de los factores sociodemográficos. Doxa Comunicación, 36, 19-42. https://doi.org/10.31921/doxacom. n36a1741

González, M. (2010). “Conecta Joven”. Jóvenes protagonistas de la alfabetización digital de personas adultas. En Congreso Euro- Iberoamericano de Alfabetización Mediática y Culturas Digitales Sevilla. Universidad de Sevilla http://hdl.handle.net/11441/57308

Herrero-Diez, P., Conde-Jiménez, J., & Reyes de Cózar, S. (2020). Teens’ Motivations to Spread Fake News on WhatsApp. Social Media and Society, 6(3), 1-14. https://doi.org/10.1177/2056305120942879

Izquierdo-Grau, A. (2019). Contrarelats de l’odi a l’ensenyament i l’aprenentatge de les Ciències Socials. Una recerca interpretativa i crítica a l’Educació Secundària. En Tesis Doctoral en Universitat Autònoma de Barcelona.

Learn to check (s.f.). https://learntocheck.org/

Livingstone, S. (2004). Media Literacy and the Challenge of New Information and Communication Technologies. The Communication Review, 7(1), 3–14. https://doi.org/10.1080/10714420490280152

Magallón Rosa, R. (2019). Unfaking news. Cómo combatir la desinformación. Pirámide.

Moreno Espinosa, P., Abdulsalam Alsarayreh, R. A., & Figuereo-Benítez, J. C. (2024). El Big Data y la inteligencia artificial como soluciones a la desinformación. Doxa Comunicación, 38, pp.437-451. https://doi.org/10.31921/doxacom.n38a2029

Pangrazio, L. (2018). What’s new about ‘fake news’? Critical digital literacies in an era of fake news, post-truth and clickbait. Páginas de Educación, 11(1), 6. https://doi.org/10.22235/pe.v11i1.1551

European Commission. (2020). Tackling online disinformation: A European approach. https://bit.ly/3EZeg9S

Pérez Tornero, J. M., Samy Tayie, S., Tejedor, S., & Pulido, C. (2018). ¿Cómo afrontar las noticias falseadas mediante la alfabe-tización periodística? Estado de la cuestión. Doxa Comunicación, 26, 211-235. https://doi.org/10.31921/doxacom.n26a10

Periodistas de Castilla y León (2023). El proyecto ‘inFORMADOS’ ha formado en alfabetización mediática a más de 800 alumnos de 34 institutos de Castilla y León. https://bit.ly/3FKsAn5

Pulido, C. M., Ruiz-Eugenio, L., Redondo-Sama, G., & Villarejo-Carballido, B. (2020). A new application of social impact in social media for overcoming fake news in health. International Journal of Environmental Research and Public Health, 17(7), https://doi.org/10.3390/ijerph17072430

Prensa sin edad (s.f.). Proyecto de alfabetización mediática de la Asociación de la Prensa de Málaga. Aprensamalaga.com. https://bit.ly/3GO6OyR

Qyourself (s.f.). https://qyourself.eu/

Ramírez Corzo, C. A. (2019). Noticias falsas: el nuevo poder en la era de la posverdad. Revista de Ciencias Humanas y Sociales, Año 35, Es (25), 364-413.

Surfear la red (s.f.). Obtenido de: https://www.campusfad.org/surfear-la-red/

Tejedor Calvo, S., Sabés Turmo, F., García Graña, G., & Portales Oliva, M. (2016). Algunas tendencias del escenario ciberperiodístico: del periodismo «fact-cheking» al periodismo «slow». En F. Sabés Turmo & J. J. Verón (Eds.), La comunicación del presente: Más allá de las pantallas (Número March, pp.134-141). Asociación de Periodistas de Aragón.

Tejedor, S., & Sancho-Ligorred, B. (2023). Cartografía mundial de herramientas, fact-checkers y proyectos contra la infodemia. Estudios sobre el Mensaje Periodístico, 29(4), 933-942. https://doi.org/10.5209/esmp.87838

Tsfati, Y., Boomgaarden, H. G., Strömbäck, J., Vliegenthart, R., Damstra, A., & Lindgren, E. (2020). Causes and consequences of mainstream media dissemination of fake news: literature review and synthesis. Annals of the International Communication Association, 44(2), 157-173. https://doi.org/10.1080/23808985.2020.1759443

Unesco (2020). Periodismo, libertad de prensa y COVID-19. https://unesdoc.unesco.org/ark:/48223/pf0000373573_spa

Unesco (2023). Global Education Monitoring Report. https://doi.org/10.18356/9789210028660

Universidad de Zaragoza, & Asociación de Periodistas de Aragón (s.f.). Unidad de alfabetización mediática. Aragón.

Unicef (2022). Impacto de la tecnología en la adolescencia. Relaciones, riesgos y oportunidades. https://bit.ly/4l4nilj

Vicens Vives. (2021). Alfabetización digital hoy. 6 iniciativas contra la brecha digital. https://bit.ly/3SyLtMk

Vosoughi, S., Roy, D., & Aral, S. (2018). The spread of true and false news online. Social Science, 1146-1151. https://doi.org/10.1126/ science.aap9559

Wardle, C., & Derakhshan, H. (2017). Information disorder: Toward an interdisciplinary framework for research and policy making. Council of Europe report. https://bit.ly/4mdcrXz

Zalve Barreda, R. (2022). Alfabetización mediática contra la desinformación: Caso de estudio de creación y coordinación de un informativo para la detección de Fake News en adolescentes. Universitat Politècnica de València. http://hdl.handle. net/10251/189265