Tag: misinformation

  • Fake News and Misreporting

    Today, most people get their news from social media feeds, where extreme political polarization is common. This makes media literacy crucial for audiences to distinguish fake news from real news. 

    Watch this TED Talk where Lisa Remillard, a former television journalist and current journalist influencer, discusses how to spot misinformation in the news.

    …the term “fake news” has become highly political and is often used as a buzzword not only used to describe fabricated information but to undermine the credibility of news organizations or argue against commentary that disagrees with our own opinion…

    Molina et al., 2025. p. 184

    What is Fake News?

    Fake news is defined briefly by Molina et al. (2021) as “fabricated information that is patently false” (p. 180).

    Pexels, 2020

    Given the rising popularity and divisive nature of the concept, Molina et al. (2021) aimed to explain fake news using eight categories of online content that a machine-learning algorithm can use to determine whether a piece of information is fake news or legitimate news.

    This analysis included the following categories: “real news, false news, polarizing content, satire, misreporting, commentary, persausive information, and citizen journalism” (Molina et al., 2021, p. 186).

    Nielsen & Graves (2017) studied audience perspectives on fake news and found that “People see the difference between fake news and news as one of degree rather than a clear distinction” (p. 1).

    (Nielsen & Graves, 2017, p. 3)

    What is Misreporting?

    Misreporting is a type of misinformation. Misinformation is not to be confused with disinformation. “While ‘misinformation’ can be simply defined as false, mistaken, or misleading information, ‘disinformation’ entails the distribution, assertion, or dissemination of false, mistaken, or misleading information in an intentional, deliberate, or purposeful effort to mislead, deceive, or confuse” (Fetzer, 2004, p. 231).

    Misreported information is disseminated without direct information from sources and verifiable qoutes (Molina et al., 2021).

    Key Similarities and Differences

    Understanding the difference between fake news and misreporting is crucial, as it emphasizes the need for media literacy. They differ in terms of intent, authenticity, source, and how false information is handled after being uncovered.

    Fake news is spread with the purpose of deceiving or harming the public. It involves entirely or mostly fabricated content originating from sources that do not follow editorial standards. Since the aim is to spread falsehoods, no corrections are typically made.

    Misreporting can happen even when journalists have good intentions. It involves information based on real events or facts, but is presented with errors or lacks proper context. The source of misreported information is usually a reputable news outlet. Once false information is identified, responsible outlets aim to correct or update the content they have shared. 

    Keywords: fake news, misreporting, media literacy, political polarization, social media, concept explication

    References

    Fetzer, J. H. (2004). Disinformation: The use of false information. Minds and Machines14, 231-240. doi:10.1023/B:MIND.0000021683.28604.5b

    Molina, M.D., Sundar, S.S., Le, T., & Lee, D. (2021). “Fake News” is not simply false
    information: A concept explication and taxonomy of online content. American
    Behavioral Scientist, 65(2), 180-212. https://doi.org/10.1177/0002764219878224

    Nielsen, R. K., & Graves, L. (2017). “News you don’t believe”: Audience perspectives on fake news. https://ora.ox.ac.uk/objects/uuid:6eff4d14-bc72-404d-b78a-4c2573459ab8/files/snp193c257

    Remillard, L. (2024, August 27). Media and Democracy: Finding Facts in the Mess of Misinformation | Lisa Remillard | TEDxBillings [Video]. Tedx Talks. Youtube.

  • News Literacy: Combating Fake News

    As social media platforms, AI-generated content, and constant streams of information change how we consume news, news literacy has become increasingly important. Our ability to distinguish fact from fake news forms the foundation.

    News literacy research and practice is at a tipping point. 

    Tully et al., 2022, p. 1601

    What is News Literacy?

    As the demand for news literacy grows, the need for a formal conceptual definition presents itself. 

    News literacy is defined as “knowledge of the personal and social processes by which news is produced, distributed, and consumed, and skills that allow users some control over these processes” (Tully et al., 2022, p. 1593).

    News literacy can be divided into five knowledge and skills domains.

    Context refers to “the social, legal, and economic environment in which the news is produced” (Tully et al., 2022, p. 1593).

    Unsplash, 2021

    Creation means “the process in which journalists and other actors engage in conceiving, reporting and creating news” (Tully et al., 2022, p. 1595). In the evolving digital landscape, the creator can be human or non-human (machine-generated).

    Content describes “the qualitative characteristics of a news story or piece of news that distinguishes it from other types of media content” (Tully et al., 2022, p. 1597). The ability to recognize news as unique from other types of content is essential to news literacy.

    Circulation involves “the process through which news is distributed and spread among potential audiences” (Tully et al., 2022, p. 1598).

    Consumption pertains to “the personal factors that contribute to news exposure, attention and evaluation and recognition of the effects of such consumption” (Tully et al., 2022. p. 1599). Key to consumption is individual choices in news selection, compared to circulation, which is a systemic process.

    News Literacy Defined Elsewhere

    Taking a different approach, researching algorithmic news and echo chambers and their impact on news literacy, Du (2023) defined news literacy as “how and why people use news media, how they make sense of what they consume, and how individuals are affected by their own news consumption” (Du, 2023).

    Like Tully et al. (2022), this definition emphasizes individual knowledge and skills, as well as the need to control one’s news consumption.

    What is Fake News?

    Fake news can be understood conceptually through two categories: misinformation and disinformation. Their difference lies in intent (Rubin, 2019).

    “Misinformation is unintentional and includes errors or inaccuracies, while disinformation is deliberately deceptive, false or misleading” (Rubin, 2019, p. 1015).

    Combatting the Negative Effects of Fake News

    Fake news is often designed to cause division, confusing fact with fiction.

    News literacy is a skill set and a combative tool against fake news. Utilizing the context, creation, content, circulation, and consumption encourages critical thinking and discernment of fact versus fiction.

    Bogan, 2019

    Watch the following video on cleansing our news diet and healing our worldview through consuming “real journalism that investigates progress and helps us understand how issues are being dealt with” (Jackson, 2022).

    Keywords: news literacy, fake news, misinformation, disinformation, concept explication

    References

    Bogan, K. (2019, January 19). 2019 Goal – More News Literacy. Don’t Shush Me. https://dontyoushushme.com/2019/01/19/2019-goal-more-news-literacy/

    Du, Y. R. (2023). Personalization, Echo Chambers, News Literacy, and Algorithmic Literacy: A Qualitative Study of AI-Powered News App Users. Journal of Broadcasting & Electronic Media67(3), 246–273. https://doi-org.ezproxy.lib.ou.edu/10.1080/08838151.2023.2182787

    Jackson, J. (2022, November 2). Beyond Fake News: How to Heal a Broken Worldview. [Video]. Youtube. https://youtu.be/VeDAlYYlbbk?si=w5uUv4OxV5w8K6V4

    Rubin, V. L. (2019). Disinformation and misinformation triangle: A conceptual model for “fake news” epidemic, causal factors and interventions. Journal of Documentation75(5), 1013–1034. https://doi-org.ezproxy.lib.ou.edu/10.1108/JD-12-2018-0209

    Tully, M., Maksl, A., Ashley, S., Vraga, E.K., & Craft, S. (2022). Defining and conceptualizing news literacy. Journalism, 23(8), 1589-1606. https://doi.org/10.1177/14648849211005888