Digital Competencies in Verifying Fake News: Assessing the Knowledge and Abilities of Journalism Students
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Otros documentos de la autoría: López-Meri, Amparo; Doménech-Fabregat, Hugo; Marcos-García, Silvia
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Digital Competencies in Verifying Fake News: Assessing the Knowledge and Abilities of Journalism StudentsFecha de publicación
2024Editor
MDPIISSN
2075-4698Cita bibliográfica
LÓPEZ-MERI, Amparo; DOMÉNECH-FABREGAT, Hugo; MARCOS-GARCÍA, Silvia. Digital Competencies in Verifying Fake News: Assessing the Knowledge and Abilities of Journalism Students. Societies, 2024, 14.5: 66Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://www.mdpi.com/2075-4698/14/5/66Versión
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Resumen
The surge of disinformation in the digital sphere following the COVID-19 pandemic presents a considerable threat to democratic principles in contemporary societies. In response, multiple fact-checking platforms and ... [+]
The surge of disinformation in the digital sphere following the COVID-19 pandemic presents a considerable threat to democratic principles in contemporary societies. In response, multiple fact-checking platforms and citizen media literacy initiatives have been promoted. The fact checker has indeed become a new professional profile demanded by the sector. In this context, this research delves into the study of digital skills applied to information verification by journalism students. Adopting a comprehensive understanding of digital skills that extends beyond technical proficiency to encompass a shift in mindset, journalism students’ perceptions of their verification abilities are examined using a quantitative survey technique. This examination is based on an original list of competencies prepared specifically for this study. The results indicate that journalism students demonstrate awareness of the implications of disinformation, exhibiting scepticism towards content from unfamiliar sources or displaying clear signs of deceptive intent. Furthermore, they emphasise the importance of verification and fact-checking practices and express confidence in their proficiency in analysis, critical thinking, and social skills. However, their confidence in handling computer applications for verification and specialisation in data journalism is comparatively lower. Notably, significant gender disparities were observed in these areas, with women exhibiting greater confidence in social skills, collaborative work, and innovation, while men displayed a heightened proficiency in computer applications. Consequently, there is a need for improvements in teaching practices, which could potentially create new job opportunities for journalism students. [-]
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Societies, 2024, 14.5: 66Entidad financiadora
Generalitat Valenciana | European Education and Culture Executive Agency (EACEA) | Universitat Jaume I | Ministerio de Ciencia, Innovación y Universidades | Agencia Estatal de Investigación
Código del proyecto o subvención
AICO/2021/063 | RED2022-134652-T | MCIN/AEI/10.13039/501100011033 | 101126821-JMO- 2023-MODULE (DISEDER-EU) | 3959/21 | 46167/22
Proyecto de investigación
info:eu-repo/grantAgreement/MCIN/AEI/10.13039/501100011033Derechos de acceso
info:eu-repo/semantics/openAccess
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