Ciudadanía digital, fake news y la desinformación. Uso de la estrategia SIFT y el desarrollo del razonamiento cívico online en la escuela

David Aceituno Silva

doi:10.31637/epsir-2024-964

Authors

David Aceituno Silva Pontifical Catholic University of Valparaíso https://orcid.org/0000-0003-1524-6145

DOI:

https://doi.org/10.31637/epsir-2024-964

Keywords:

citizenship training, digital citizenship, civic reasoning, history teaching, teachers, students, fakenews, mediatization

Abstract

Introduction: The acceleration of the "networked society" has been dramatic, moving from the hyperlinked internet to the semantic web, where content creation and algorithms are crucial. With these changes, the way we learn has also been changing. This mediatization of contents has reached political and citizen learning, leaving the school with new challenges such as disinformation and electoral polarization. Methodology: A mixed methodology is used, following the guidelines of the Stanford Civic online reasoning project, adapting the History assessments of thinking (HATs), making an adaptation of questions and rubrics, while conducting interviews to key actors. The sample includes 160 Chilean high school students and 9 teachers. Results: It was evidenced that most students show significant difficulties in skills such as lateral reading, fact checking, among others. Discussion: Faced with exercises designed to evaluate skills, students do not make use of civic online reasoning, coinciding with international studies, the use of the SIFT strategy is proposed for its improvement. Conclusions: Interdisciplinary strategies should be created to address the problem from the school system, developing practical material for students.

Downloads

Download data is not yet available.

Author Biography

David Aceituno Silva, Pontifical Catholic University of Valparaíso

He is a member of the History Institute of the Pontificia Universidad Católica de Valparaíso, Chile. D. in Contemporary and Latin American History. University of Salamanca, Spain and PhD in Didactics of History and Social Sciences. University of Valladolid, Spain. His research focuses on citizenship education, digital citizenship, recent history and its teaching. She has participated in international research and has written more than fifty articles and chapters on these topics. Among the most recent are the book: “1984/1994. Crossroads in the transition from dictatorship to democracy” (2020) and the article ‘Public history, fakenews and democratic citizenship after the social outbreak in Chile: analysis and challenges from the teaching of history’ (2024).

References

Aceituno, D. (2024). Razonamiento ciudadano en redes y la economía de la atención. Desafíos actuales y futuros para la enseñanza de la Historia en Chile y América Latina. Educación y Humanismo, 26(46). https://doi.org/10.17081/eduhum.26.46.6649 DOI: https://doi.org/10.17081/eduhum.26.46.6649

Aceituno, D. y Collao, D. (2018). La Historia Reciente de Chile: Reflexiones sobre su Enseñanza y Aprendizaje en Tiempos de Convergencia Cultural. Cadernos de Pesquisa: Pensamento Educacional, 13(33), 52-68. https://doi.org/10.35168/2175-2613.UTP.pens_ed.2018.Vol13.N33.pp52-68 DOI: https://doi.org/10.35168/2175-2613.UTP.pens_ed.2018.Vol13.N33.pp52-68

Aceituno, D. y Iglesias, R. (2021). Educación política y electoral en Chile: análisis y propuesta para formar jóvenes votantes. Clío, 47, 65-95. https://doi.org/10.26754/ojs_clio/clio.2021475537 DOI: https://doi.org/10.26754/ojs_clio/clio.2021475537

Area-Moreira, M. y Ribeiro-Pessoa, M. T. (2012). From Solid to Liquid: New Literacies to the Cultural Changes of Web 2.0. Comunicar, 19(38), 13-20. https://doi.org/10.3916/C38-2012-02-01 DOI: https://doi.org/10.3916/C38-2011-02-01

Breakstone, J., Smith, M., Connors, P., Ortega, T., Kerr, D. y Wineburg, S. (2021). Lateral reading: College students learn to critically evaluate internet sources in an online course. Harvard Kennedy School Misinformation Review, 2(1). https://doi.org/10.37016/mr-2020-56 DOI: https://doi.org/10.37016/mr-2020-56

Breakstone, J., Smith, M., Ziv, N. y Wineburg, S. (2022). Civic Preparation for the Civic Preparation for the Digital Age Digital Age How College Students Evaluate Online Sources about Social and Political Issues. DOI: https://doi.org/10.1080/00221546.2022.2082783

Castellví, J., Tosar, B. y Santisteban, A. (2021). Young people confronting the challenge of reading and interpreting a digital world. Bellaterra Journal of Teaching and Learning Language and Literature, 14(2). https://doi.org/10.5565/REV/JTL3.905 DOI: https://doi.org/10.5565/rev/jtl3.905

Caulfield, M. (2017). Web Literacy for Student Fact-Checkers. Pressbooks. https://pressbooks.pub/webliteracy/front-matter/web-strategies-for-student-fact-checkers/

Caulfield, M. y Wineburg, S. (2023). Verified: How to think straight, get duped less, and make better decisions about what to believe online. The University of Chicago Press. DOI: https://doi.org/10.7208/chicago/9780226829845.001.0001

Cingolani, G. y Fernández, M. (2017). Después del fin. Una perspectiva no-antropocéntrica sobre la post-tv, el post-cine y youtube. Mario Carlón. Palabra Clave - Revista de Comunicación, 20(4), 1165-1171. https://doi.org/10.5294/pacla.2017.20.4.13 DOI: https://doi.org/10.5294/pacla.2017.20.4.13

Cohen, R., Parmentier, A., Melo, G., Sahu, G., Annamalai, A., Chi, S., Clokie, T., Farrag, A., Naik, A., Naseem, S., Sakhuja, S., Wang, J., Clausi, R. y Santin, A. (2020). Digital Literacy for Secondary School Students: Using Computer Technology to Educate about Credibility of Content Online. Creative Education, 11(5), 674-692. https://doi.org/10.4236/ce.2020.115050 DOI: https://doi.org/10.4236/ce.2020.115050

Cornia, A., Sehl, A., Levy, D. y Nielsen, R. (2018). Private sector news, social media distribution, and algorithm change. Reuters Institute for the Study of Journalism.

Cortina, A. (1997). Ciudadanos del mundo. Hacia una teoría de la ciudadanía. Alianza.

Cox, C. y Castillo, J. (2015). Aprendizaje de la ciudadanía. Contextos, experiencias y resultados. En C. Cox y J. Castillo (Eds.), Aprendizaje de la ciudadanía. Contextos, experiencias y resultados. Ediciones UC.

Dahl, R. (1997). La poliarquía: participación y oposición. Tecnos.

Moraes, D. (2007). Sociedad mediatizada. Gedisa.

Delgado-Rojas, H. E., Estrada-Tello, M. M., Rojas-Loayza, A. B., Cárdenas-Vergara, N. y Cangalaya-Sevillano, L. M. (2022). El rol de la literacidad crítica en la formación ciudadana. Investigación Valdizana, 16(3), 151-159. https://doi.org/10.33554/riv.16.3.1509 DOI: https://doi.org/10.33554/riv.16.3.1509

Esser, F. y Strömbäck, J. (Eds.). (2014). Mediatization of Politics. Palgrave Macmillan UK. https://doi.org/10.1057/9781137275844 DOI: https://doi.org/10.1057/9781137275844

Franck, G. (2019). The economy of attention. Journal of Sociology, 55(1), 8-19. https://doi.org/10.1177/1440783318811778 DOI: https://doi.org/10.1177/1440783318811778

Galvin, M. (2021). As Surgeon General Urges ‘Whole-of-Society’ Effort to Fight Health Misinformation, the Work of the National Academies Helps Foster an Evidence-Based Information Environment. The National Academies of Sciences, Engineering, and Medicine. https://www.nationalacademies.org/news/2021/07/as-surgeon-general-urges-whole-of-society-effort-to-fight-health-misinformation-the-work-of-the-national-academies-helps-foster-an-evidence-based-information-environment

García Beaudoux, V. y Slimovich, A. (2024). Estilos de comunicación de mujeres influencers políticas en TikTok. Revista Elecciones, 23(27), 171-198. https://doi.org/10.53557/Elecciones.2024.v23n27.06 DOI: https://doi.org/10.53557/Elecciones.2024.v23n27.06

Grieve, J. y Woodfield, H. (2023). The Language of Fake News. En The Language of Fake News. Cambridge University Press. https://doi.org/10.1017/9781009349161 DOI: https://doi.org/10.1017/9781009349161

Huntington, S. (1994). La Tercera Ola. La democratización a finales del siglo XX. Paidós.

Jones, R. y Hafner, C. A. (2021). Understanding Digital Literacies: A Practical Introduction. Routledge. DOI: https://doi.org/10.4324/9781003177647

Kahne, J., Hodgin, E. y Eidman-Aadahl, E. (2016). Redesigning Civic Education for the Digital Age: Participatory Politics and the Pursuit of Democratic Engagement. Theory & Research in Social Education, 44(1), 1-35. https://doi.org/10.1080/00933104.2015.1132646 DOI: https://doi.org/10.1080/00933104.2015.1132646

Kitchin, R. (2014). The Data Revolution: Big Data, Open Data, Data Infrastructures & Their Consequences. SAGE Publications Ltd. https://doi.org/10.4135/9781473909472 DOI: https://doi.org/10.4135/9781473909472

Korbey, H. (2019). Building Better Citizens A New Civics Education for All. Rowman & Littlefield Publishers.

Kozyreva, A., Wineburg, S., Lewandowsky, S. y Hertwig, R. (2023). Critical Ignoring as a Core Competence for Digital Citizens. Current Directions in Psychological Science, 32(1), 81-88. https://doi.org/10.1177/09637214221121570 DOI: https://doi.org/10.1177/09637214221121570

Lanham, R. A. (2006). The Economics of Attention. Style and Substance in the Age of Information. The University of Chicago Press.

Lankshear, C. y Knobel, M. (2011). New Literacies: Everyday Practices and Social Learning. Open University Press.

Mandalios, J. (2013). RADAR: An approach for helping students evaluate Internet sources. Journal of Information Science, 39(4), 470-478. https://doi.org/10.1177/0165551513478889 DOI: https://doi.org/10.1177/0165551513478889

Mazzoleni, G. (2008). Mediatization of Politics. En The International Encyclopedia of Communication. Wiley. https://doi.org/10.1002/9781405186407.wbiecm062 DOI: https://doi.org/10.1002/9781405186407.wbiecm062

Mazzoleni, G. y Schulz, W. (1999). “Mediatization” of Politics: A Challenge for Democracy? Political Communication, 16(3), 247-261. https://doi.org/10.1080/105846099198613 DOI: https://doi.org/10.1080/105846099198613

McGrew, S. (2020). Learning to evaluate: An intervention in civic online reasoning. Computers and Education, 145. https://doi.org/10.1016/j.compedu.2019.103711 DOI: https://doi.org/10.1016/j.compedu.2019.103711

McGrew, S. (2021). Challenging approaches: Sharing and responding to weak digital heuristics in class discussions. Teaching and Teacher Education, 108. https://doi.org/10.1016/j.tate.2021.103512 DOI: https://doi.org/10.1016/j.tate.2021.103512

McGrew, S., Breakstone, J., Ortega, T., Smith, M. y Wineburg, S. (2018). Can Students Evaluate Online Sources? Learning From Assessments of Civic Online Reasoning. Theory and Research in Social Education, 46(2), 165-193. https://doi.org/10.1080/00933104.2017.1416320 DOI: https://doi.org/10.1080/00933104.2017.1416320

McGrew, S. y Byrne, V. L. (2020). Who Is behind this? Preparing high school students to evaluate online content. Journal of Research on Technology in Education, 53(4), 457-475. https://doi.org/10.1080/15391523.2020.1795956 DOI: https://doi.org/10.1080/15391523.2020.1795956

McGrew, S., Ortega, T., Breakstone, J. y Wineburg, S. (2017). The Challenge That’s Bigger than Fake News: Civic Reasoning in a Social Media Environment. American Educator, 4(3), 4-9.

Miguel-Revilla, D., Martínez-Ferreira, J. M. y Sánchez-Agustí, M. (2020). Assessing the digital competence of educators in social studies: An analysis in initial teacher training using the TPACK-21 model. Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.5281 DOI: https://doi.org/10.14742/ajet.5281

Riedl, M. J., Lukito, J. y Woolley, S. C. (2023). Political Influencers on Social Media: An Introduction. Social Media + Society, 9(2). https://doi.org/10.1177/20563051231177938 DOI: https://doi.org/10.1177/20563051231177938

Roose, K. (22 de abril de 2022). What is the internet doing to us? “Rabbit Hole”. The New York Times. https://www.nytimes.com/2020/04/22/podcasts/rabbit-hole-prologue.html

Rowley, J., Johnson, F. y Sbaffi, L. (2015). Students’ trust judgements in online health information seeking. Health Informatics Journal, 21(4), 316-327. https://doi.org/10.1177/1460458214546772 DOI: https://doi.org/10.1177/1460458214546772

Ruiz Olabuénaga, J. I. (2012). Metodología de la investigación cualitativa. Deusto.

Santisteban-Fernández, A. (2021). Las contribuciones de Joan Pagès a la educación política: una obra imprescindible. Forum. Revista Departamento de Ciencia Política, 20, 233-248. https://doi.org/10.15446/frdcp.n20.92094 DOI: https://doi.org/10.15446/frdcp.n20.92094

Slimovich, A. (2020). Instagram y política. Mediatización y circulación en los perfiles de Cristina Fernández de Kirchner y Mauricio Macri. Cuadernos del Centro de Estudios de Diseño y Comunicación, 112. https://doi.org/10.18682/cdc.vi112.4101 DOI: https://doi.org/10.18682/cdc.vi112.4101

Stake, R. (1998). Investigación con estudio de casos. Ediciones Morata.

Stevenson, N. (2001). Culture & Citizenship. SAGE. DOI: https://doi.org/10.4135/9781446217665

Strobl, N. (2022). La nueva derecha. Un análisis del conservadurismo radicalizado. Katz editores.

Sulzer, M. A. (2018). (Re)conceptualizing digital literacies before and after the election of Trump. English Teaching, 17(2), 58-71. https://doi.org/10.1108/ETPC-06-2017-0098 DOI: https://doi.org/10.1108/ETPC-06-2017-0098

Triviño, L. (2020). Literacidad crítica feminista para la educación ciudadana. El videoclip “Formation” de Beyoncé en la formación inicial del profesorado de Ciencias Sociales [Tesis Doctoral]. Universidad de Málaga.

Ward, K. (1989). Mass Communications and the Modern World. Macmillan Education UK. https://doi.org/10.1007/978-1-349-19771-2 DOI: https://doi.org/10.1007/978-1-349-19771-2_9

Warzel, C. (18 de febrero de 2021). Don’t Go Down the Rabbit Hole. Critical thinking, as we’re taught to do it, isn’t helping in the fight against misinformation. The New York Times.

Wineburg, S. y McGrew, S. (2019). Lateral Reading and the Nature of Expertise: Reading Less and Learning More When Evaluating Digital Information. Teachers College Record: The Voice of Scholarship in Education, 121(11), 1-40. https://doi.org/10.1177/016146811912101102 DOI: https://doi.org/10.1177/016146811912101102

Woolley, S. C. y Howard, P. N. (Eds.). (2018). Computational Propaganda (Vol. 1). Oxford University Press. https://doi.org/10.1093/oso/9780190931407.001.0001 DOI: https://doi.org/10.1093/oso/9780190931407.001.0001

Wylie, C. (2019). Mindfck: Cambridge Analytica and the Plot to Break America. Random House.

Yin, R. (2003). Case Study Research: Design and Methods (Vol. 5). SAGE.

Zhu, H., Kong, Y., Wei, J. y Ma, J. (2018). Effect of users’ opinion evolution on information diffusion in online social networks. Physica A: Statistical Mechanics and its Applications, 492, 2034-2045. https://doi.org/10.1016/j.physa.2017.11.121 DOI: https://doi.org/10.1016/j.physa.2017.11.121