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Libraries & Cultural Resources

Research Guides

Building Resilience to Misinformation: An Instructional Toolkit

A toolkit to assist teaching faculty in engaging students on the topic of misinformation or disinformation.

Information Response

References, Additional Tools, and Recommended Readings

Agarwal, N. K., & Alsaeedi, F. (2020). Understanding and fighting disinformation and fake news: Towards an information behavior framework. Proceedings of the Association for Information Science and Technology, 57(1), 1-4. https://doi.org/10.1002/pra2.327. ​

Bailey, T. C., & Hsieh-Yee, I. (2019). Combating the Sharing of False Information: History, Framework, and Literacy Strategies. Internet Reference Services Quarterly, 24(1-2), 9-30. https://doi.org/10.1080/10875301.2020.1863286. ​

Belief. (n.d.). Merriam-Webster Dictionary. Retrieved December 16, 2022, from https://www.merriam-webster.com/dictionary/behavior .​

Behaviour. (n.d.). Merriam-Webster Dictionary. Retrieved December 16, 2022, from https://www.merriam-webster.com/dictionary/behavior .​

Clarke, J., Proudfoot, J., Vatiliotis, V., Verge, C., Holmes-Walker, D. J., Campbell, L., Wilhelm, K., Moravac, C., Indu, P. S., Bridgett, M. (2018). Attitudes towards mental health, mental health research, and digital interventions by young adults with type 1 diabetes: A qualitative analysis. Health Expectations, 21(3), 668-677. https://doi.org/10.1111/hex.12662. ​

Cooke, N. A. (2018). Fake News and Alternative Facts: Information Literacy in a Post-Truth Era. American Public Library Association.​

European Commission (2018). A multi-dimensional approach to disinformation: Report of the independent High level Group on fake news and online disinformation. https://digital-strategy.ec.europa.eu/en/library/final-report-high-level-expert-group-fake-news-and-online-disinformation. ​

Guarda, R. F., Ohlson, M. P., Romanini, A. V. (2018). Disinformation, dystopia, and post-reality in social media: A semiotic-cognitive perspective. Education for Information, 34(3), 185-197.  https://doi.org/10.3233/EFI-180209. ​

Khan, M. L., & Idris, I. K. (2019). Recognise misinformation and verify before sharing: a reasoned action and information literacy perspective. Behaviour and Information Technology, 38(12), 1194-1212. https://doi.org/10.1080/0144929X.2019.1578828. ​

Martzoukou, K. (2020). Academic libraries in COVID-19: A renewed mission for digital literacy. Library Management, 42(4/5), 266-276. https://doi.org/10.1108/LM-09-2020-0131. ​

McQuail, D., & Deuze, M. (2020). McQuail's Media and Mass Communication Theory (7th ed.). Sage Publications Ltd.​

Nygren, T., & Guath, M. (2021). Students Evaluating and Corroborating Digital News. Scandinavian Journal of Educational Research, 1-17. https://doi.org/10.1080/00313831.2021.1897876. ​

Prentice, D. A. (1987). Psychological Correspondence of Possessions, Attitudes, and Values. Journal of Personality and Social Psychology, 53(6), 993-1003. https://doi.org/10.1037/0022-3514.53.6.993. ​

Rokeach, M. (1968). Beliefs, Attitudes and Values: A Theory of Organization and Change. Jossey-Bass Inc.​

Scheibenzuber, C., Hofer, S., & Nistor, N. (2021). Designing for fake news literacy training: A problem-based undergraduate course. Computers in Human Behaviour, 121, 1-13. https://doi.org/10.1016/j.chb.2021.106796. ​

Tandoc Jr., E. C., Lim, Z. W., Ling, R. (2018). Defining "Fake News": A typology of scholarly definitions. Digital Journalism, 6(2), 137-153. https://doi.org/10.1080/21670811.2017.1360143. ​

Tay, Q. L., Hurlstone, M. J., Kurz, T., & Ecker, U. K. H. (2022). A comparison of prebunking and debunking interventions for implied versus explicit misinformation. The British Psychological Society, 113(3), 591-607. https://doi.org/10.1111/bjop.12551. ​

University of Calgary Libraries and Cultural Resources. (2018). Primary Sources. Research Guides. https://libguides.ucalgary.ca/guides/primarysources. ​

University of Calgary Libraries and Cultural Resources. (n.d.). High School Classes. Research Guides. https://libguides.ucalgary.ca/guides/highschool/scholarly-sources. ​

University of Toronto Libraries. (n.d.). UTSC Finding Primary Sources. University of Toronto. https://guides.library.utoronto.ca/c.php?g=250552&p=1671079. ​

University of Toronto Libraries. (n.d.). What are secondary sources? University of Toronto. https://onesearch.library.utoronto.ca/faq/what-are-secondary-sources. ​

University of Toronto Libraries. (n.d.). What counts as a scholarly source? University of Toronto. https://onesearch.library.utoronto.ca/faq/what-counts-scholarly-source. ​

University of Toronto Libraries. (n.d.). What's the difference between scholarly and peer-reviewed articles? University of Toronto. Retrieved from https://onesearch.library.utoronto.ca/faq/whats-difference-between-scholarly-and-peer-reviewed-articles. ​

Wardle, C., & Derakhshan, H. (2017). Information Disorder: Toward and interdisciplinary framework for research and policymaking. Council of Europe.​

Zerback, T., Töpfl, F., & Knöpfle, M. (2021). The disconcerting potential of online disinformation: Persuasive effects of astroturfing comments and three strategies for inoculation against them. New Media & Society, 23(5), 1080-1098. https://doi.org/10.1177/1461444820908530. ​

FactCheck.org: Specializing in fact-checking. Operated by the Annenberg Public Policy Center of the University of Pennsylvania. (UPenn)​

FLICC: The 5 Techniques of Science Denial: A breakdown of the five most prominent denial techniques from John Cook, an assistant professor at George Mason University specializing in misinformation about climate change.​

Harvard Kennedy School Misinformation Review: A peer-reviewed, scholarly publication that 'fast-reviews' content from misinformation scientists and scholars. (U of T)​

International Fact-Checking Network (IFCN): Includes a list of media corporations that are verified signatories to the IFCN's code of principles.​

Politifact: a fact-checking website operated by the Poynter Institute. Specializes in fact-checking, media literacy and journalism ethics training. (UPenn)​

Snopes: Snopes.com is an online fact-checking website that also posts articles that fact-check popular news stories. (U of T)​

Ulrichsweb: A site that helps identify if a source is an Academic/Scholarly source or a Consumer (non-scholarly) source. (UBC)​

The Washington Post Fact Checker: A section of The Washington Post's website dedicated to fact-checking relevant news stories and uncovering 'The Truth Behind The Rhetoric.' (UPenn)​.

Bailey, T. C., & Hsieh-Yee, I. (2019). Combating the Sharing of False Information: History, Framework, and Literacy Strategies. Internet Reference Services Quarterly, 24(1-2), 9-30. https://doi.org/10.1080/10875301.2020.1863286. ​

Baptista, J. P., & Gradim, A. (2020). Understanding Fake News Consumption: A Review. Social Sciences, 9(10), 1-22. https://doi.org/10.3390/socsci9100185. ​

Elmansy, R. (2016, January 15). 6 Steps for Effective Critical Thinking. Designorate. https://www.designorate.com/steps-effective-critical-thinking/.​

Singh,R., & Brinster, K. N. (2021). Fighting Fake News: The Cognitive Factors Impeding Political Information Literacy. In N. G. Taylor, K. Kettnich, U. Gorham, & P. T. Jaegar (Eds.), Libraries and the Global Retreat of Democracy: Confronting Polarization, Misinformation, and Suppression (pp. 109-131). Bingley, England: Emerald Publishing Limited. https://doi.org/10.1108/S0065-283020210000050005. ​

University of Calgary Research Guides – Primary Sources: This Research Guide from the University of Calgary provides information on primary sources for students, such as examples, how to evaluate primary resources, and more. ​

U of L Libraries – Citizen Literacy: This online toolkit from University of Louisville Libraries has six separate modules with helpful tools for students, including Lateral Reading and Evaluating Expertise, among others. ​

University of Louisville. (2023). Paul-Elder Critical Thinking Framework – University of Louisville Ideas to Action. Retrieved from https://louisville.edu/ideastoaction/about/criticalthinking/framework. ​

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