14.12: Disinformation
- Page ID
- 380572
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 14.12.1: Information Disorder, Truth, and Trust
- This page explores the emotional complexity of our relationship with information, noting how disinformation preys on fears and biases. It highlights the difficulties in identifying truth amid rampant misinformation and polarization, referencing a study on college students' challenges in finding reliable content. The term "information disorder," defined by Claire Wardle, encompasses various false information types.
- 14.12.2: Web Evaluation Skills- A “Bleak” Track Record
- This page discusses findings from the Stanford History Education Group showing significant deficiencies in Web evaluation skills among students and experts, which threaten democracy due to disinformation. It reveals that 80% of students confuse sponsored content with news, and many are misled by false claims of voter fraud in videos. Even history professors struggle to identify credible sources. These results underscore the urgent need for improved media literacy education.
- 14.12.3: Information Cynicism
- This page contrasts skepticism and cynicism, defining skepticism as a constructive doubt fostering information verification, while cynicism indicates a harmful distrust of sincerity. It highlights that skepticism aids in evaluating sources, whereas cynicism can impede research and lead to feelings of powerlessness in discerning reliable information. The emphasis lies in maintaining a skeptical mindset to avoid being overwhelmed by distrust in credible sources.
- 14.12.4: College Students and Cynicism
- This page examines the rising information cynicism among college students, based on Project Information Literacy's studies. A 2018 survey of about 6,000 students indicated feelings of overwhelm and difficulty distinguishing real from fake news, driven by political polarization and distrust in news sources.
- 14.12.5: Information Hygiene and Info-Environmentalism
- This page explores "information hygiene" as a means to combat misinformation, especially during the COVID-19 pandemic referred to as an “infodemic.” It stresses the importance of verifying information to responsibly influence public perceptions and introduces "info-environmentalism," which advocates for cleaning up the information environment. Users are encouraged to share reliable information and engage in fact-checking.
- 14.12.6: Conclusion
- This page explores the concepts of information disorder, focusing on themes like information cynicism and hygiene, and their effects on mental and social well-being. It underscores the need for responsible information consumption and sharing to reduce personal vulnerability to misinformation and prevent its spread to others.