Media literacy, a vaccine against disinformation in the era of RICT

Authors

DOI:

https://doi.org/10.3145/thinkepi.2023.e17a47

Keywords:

Media literacy, Disinformation, Emirec, Relational factor, TRIC, RICT, Digital competences

Abstract

In the era of relationship, information, and communication technologies (RICTs, or TRIC in Spanish), a great revolution has taken place in terms of the quantity and quality of information available. This overwhelming supply of content causes oversaturation, an overload of constant impacts created by millions of sources, which generates a large volume of information pollution. The vortex and speed of the way in which messages thus circulate result in unrestrained use and consumption and, at the same time, the processing of information through cognitive shortcuts that prevent us from analyzing and delving deeper into their meaning. Disinformation is a pandemic for which society is unprepared and needs to be addressed, as it is one of the greatest dangers for citizen destabilization, threatening public freedom and democracy. Media literacy is the formula to provide defense mechanisms against this important social disease. Knowing how to filter information and compare sources is necessary to awaken criticism. At the same time, it is necessary for citizens, as message-creating agents, to be aware of the transcendence of the content they broadcast and to know how to measure the possible impact of what they produce, taking on authorship but with criteria and responsibility.

References

Bauman, Zygmunt (2000). Liquid Modernity. Polity. ISBN: 978 0745624105

Baricco, Alessandro (2009). Los bárbaros. Ensayo sobre la mutación. Anagrama. ISBN: 978 8433962737

Cloutier, Jean (1973). “La communication audio-scripto-visuelle à l’heure des self média”. Communication & Langages, n. 19, pp. 75-92. https://doi.org/10.3406/colan.1973.4033

Grizzle, Alton et al. (2021). Media and information literate citizens: think critically, click wisely! Media & information literacy curriculum for educators and learners. Unesco. https://unesdoc.unesco.org/ark:/48223/pf0000377068

IFJ (2018). ¿Qué son las Fake News?: Guía para combatir la desinformación en la era de la posverdad. International Federation of Journalists. https://www.ifj.org/fileadmin/user_upload/Fake_News_-_FIP_AmLat.pdf

Morsy, Zaghloul (Coord.) (1984). La educación en materia de comunicación. Unesco.

Lippman, Walter (1920). Liberty and the News. Hancourt, Brace and Howe. https://doi.org/10.32376/3f8575cb.2e69e142

Marta-Lazo, Carmen (2005). La televisión en la mirada de los niños. Fragua. ISBN: 978 8470741722

Marta-Lazo, Carmen; Gabelas-Barroso, José-Antonio (2016). Comunicación digital. Un modelo basado en el Factor R-Elacional. UOC. ISBN: 978 8491164715

McCombs, Maxwell; Shaw, Donald (1972). “The Agenda-setting function of the mass media”. Public opinion quarterly, v. 36, n. 2, pp. 176-187. https://doi.org/10.1086/267990

Sandel, Michael (2023). “Entrevista”. Telos, n. 122. Fundación Telefónica España. https://telos.fundaciontelefonica.com/wp-content/uploads/2023/06/telos-122-entrevista-posverdad-michael-sandel.pdf

Siemens, George (2004). Conectivismo: Una teoría de aprendizaje para la era digital. https://ateneu.xtec.cat/wikiform/wikiexport/_media/cursos/tic/s1x1/modul_3/conectivismo.pdf

Vosoughi, Soroush; Roy, Deb; Aral, Sinan (2018). “The spread of true and false news online”. Science, n. 359, pp. 1146-1151. https://doi.org/10.1126/science.aap9559

Published

2023-12-19

How to Cite

Marta-Lazo, C. (2023). Media literacy, a vaccine against disinformation in the era of RICT. Anuario ThinkEPI, 17. https://doi.org/10.3145/thinkepi.2023.e17a47

Issue

Section

Comunicación social y medios de comunicación