Tackling online disinformation through media literacy in Spain: The project ‘Que no te la cuelen’

• Carrillo, Nereida ^[1] ; Montagut, Marta ^[2]
  1. [1] Universitat Autònoma de Barcelona

     Universitat Autònoma de Barcelona

     Barcelona, España

     
  2. [2] Universitat Rovira i Virgili

     Universitat Rovira i Virgili

     Tarragona, España

     
• Localización: Catalan journal of communication & cultural studies, ISSN 1757-1898, Vol. 13, Nº. 1, 2021, págs. 149-157
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Media literacy of schoolchildren is a key political goal worldwide: institutions and citizens consider media literacy training to be essential ‐ among other aspects ‐ to combat falsehoods and generate healthy public opinion in democratic contexts. In Spain, various media literacy projects address this phenomenon one of which is ‘Que no te la cuelen’ (‘Don’t be fooled’, QNTLC). The project, which has been developed by the authors of this viewpoint, is implemented through theoretical‐practical workshops aimed at public and private secondary pupils (academic years 2018‐19, 2019‐20 and 2020‐21), based around training in fake news detection strategies and online fact-checking tools for students and teachers. This viewpoint describes and reflects on this initiative, conducted in 36 training sessions with schoolchildren aged 14‐16 years attending schools in Madrid, Valencia and Barcelona. The workshops are based on van Dijk’s media literacy model, with a special focus on the ‘informational skills’ dimension. The amount of information available through all kinds of online platforms implies an extra effort in selecting, evaluating and sharing information, and the workshop focuses on this process through seven steps: suspect, read/listen/watch carefully, check the source, look for other reliable sources, check the data/location, be self-conscious of your bias and decide whether to share the information or not. The QNTLC sessions teach and train these skills combining gamification strategies ‐ online quiz, verification challenges, ‘infoxication’ dynamics in the class ‐ as well as through a public deliberation among students. Participants’ engagement and stakeholders’ interest in the programme suggest that this kind of training is important or, at least, attract the attention of these collectives in the Spanish context.