Building Resilience to Misinformation: An Instructional Toolkit
Interacting with Misinformation
- Interacting with MisinformationIn describing our internal systems (i.e., values, beliefs, behaviours, and attitudes) and seeking to help us understand how differing internal and external factors influence our worldviews, this module seeks to help us critically examine our responses to misinformation we encounter.
- Interacting with Misinformation PowerPoint Slides with Notes Want the PowerPoint slides with the script in the notes? Download this!
References, Additional Tools, and Recommended Readings
Abel, M., & Bäuml K. T. (2015). Selective memory retrieval in social groups: When silence is golden and when it is not. Cognition, 140, 40-48.
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.
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.
Flaxman, S., Goel, S., & Rao, J. M. (2016). Filter Bubbles, Echo Chambers, and Online News Consumption. Public Opinion Quarterly, 80, 298-320.
Gray, A. J. (2011). Worldviews. International Psychiatry, 8(3), 58-60.
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.
Jack, C. (2017). Lexicon of Lies. Data & Society. https://datasociety.net/pubs/oh/DataAndSociety_LexiconofLies.pdf.
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.
Reed, K., Hiles, S. S., & Tipton, P. (2019). Sense and Nonsense: Teaching Journalism and Science Students to Be Advocates for Science and Information Literacy. Journalism and Mass Communication Educator, 74(2), 212-226.
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.
Wardle, C., & Derakhshan, H. (2017). Information Disorder: Toward and interdisciplinary framework for research and policymaking. Council of Europe.
World Health Organization (WHO). (2024a). Infodemic. https://www.who.int/health-topics/infodemic#tab=tab_1.
World Health Organization (WHO). (18 January, 2024b). Ethics and governance of artificial intelligence for health: Guidance on large multi-modal models. https://www.who.int/publications/i/item/9789240084759.
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/.
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.
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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- URL: https://libguides.ucalgary.ca/misinformation
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