Teachers' views on disinformation and media literacy supported by a tool designed for professional fact-checkers: Perspectives from France, Romania, Spain and Sweden
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2022
- handle: 10670/1.vetevj
- hal: hal-03861125
- doi: 10.1007/s43545-022-00340-9
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info:eu-repo/semantics/altIdentifier/doi/10.1007/s43545-022-00340-9
info:eu-repo/semantics/OpenAccess
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Thomas Nygren et al., « Teachers' views on disinformation and media literacy supported by a tool designed for professional fact-checkers: Perspectives from France, Romania, Spain and Sweden », HAL-SHS : sciences de l'éducation, ID : 10.1007/s43545-022-00340-9
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In this study, we ask teachers in four countries (N=36) about their views on disinformation and how they perceive a professional tool for fact-checking as a resource in education. Inspired by design-study research, we investigate perspectives of teachers about potentials and challenges in different contexts. In light of theories of transliteracy and education, we find that teachers view different challenges in France, Romania, Spain and Sweden. The media situation and resources to counter disinformation in education differ, especially between Romania and Sweden. From the point of view of teachers, we see a lack of connection between formulations in guidelines and the arena of realizations. Teachers identify a lack of media and information literacy in education and they find that a digital tool for professional fact-checking needs to be redesigned or followed by pedagogical instructions to fit into the complexity of practice. Our findings highlight how a digital tool against disinformation may be perceived as useful or useless in education depending on the design and previous knowledge among teachers.