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MISINFORMATION POLICY IN SUB-SAHARAN AFRICA

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Development Studies, Regional and International Research Reports, Social and Economic Research Reports, Sociology and Politics

MISINFORMATION POLICY IN SUB-SAHARAN AFRICA

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This report on the ‘teaching of different forms of media literacy’ in sub-Saharan Africa, and their potential for reducing susceptibility to misinformation.

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Categories: Development Studies, Regional and International Research Reports, Social and Economic Research Reports, Sociology and Politics Tags: ‘Fake news’: a misleading term, ‘Information disorder’ – dysfunction in the information system that undermines public understanding, ‘Misinformation’ or ‘disinformation’ – the difference is intent, African governments and public recognise harm misinformation causes, BAD LAW – LEGAL AND REGULATORY RESPONSES TO MISINFORMATION IN SUB-SAHARAN AFRICA, Belief in the effects of misinformation on elections is widespread, Broad media literacy is not a ‘fake news’ antidote, Bureaucratic challenges and a lack of political will, but many weak spots, CHANGES TO THE LEGAL AND REGULATORY FRAMEWORK ACROSS AFRICA 2016–2020, CHANGES TO THE LEGAL AND REGULATORY FRAMEWORK WORLDWIDE 2016–2020, Common topics of misinformation found, Cultural, Definitions of key terms used in the report, despite growing demand, DIFFERENT TYPES OF MEDIA LITERACY, Domain of knowledge required, Domains of specialist knowledge and skills, DRIVERS AND EFFECTS OF MISINFORMATION, East Asia and Southeast Asia – many governments wary of media literacy, Economic, Education and curriculum authorities, Effective regulation would address all aspects of information disorder, Effects found in this series – from no difference to shaping policy, Elements of misinformation literacy in just one province, Europe – some countries committed, European Commission moves on privacy and stricter code for tech firms, Evidence of actual or potential harm caused by misinformation, EVIDENCE OF MEDIA AND MISINFORMATION LITERACY EFFECTS ON ‘REALISM’, Evidence of the effects of elements we identify as promoting misinformation literacy, fact-checking organisations, Factors that drive the creation and spread of false information, False claims spread in public speeches, false or not, Focus on specific knowledge, Forms of literacy demanded of young people, Germany’s NetzDG law – requires rapid content takedowns, Government religious and traditional leaders among key creators, Governments, HOW EXISTING AND NEW LEGISLATION MISSES THE DECLARED TARGET, How we identified the teaching of elements of media and misinformation literacy in curricula, IDENTIFYING WHAT MISINFORMATION CAUSES ACTUAL OR POTENTIAL HARM, In a complex field, India – limited teaching of media literacy, India and Brazil allow politicians power to censor, Information disorder as a driver of misinformation, Informational and events, Key premises of the research approach, KNOWLEDGE AND SKILLS TO IDENTIFY AND DISMISS FALSE INFORMATION, Knowledge of the contexts, Knowledge of the difference between facts and opinions, Knowledge of the different forms of actual and potential harm caused by believing and sharing false and misleading information, Knowledge of the processes by which accurate and inaccurate information circulate and what drives people to share information, Knowledge of the reasons we as individuals may believe false or misleading information to be true, Knowledge of the types of people and institutions found to create false and accurate information, Latin America – digital skills, Laws in Singapore, library associations, Limited time spent in school, Low literacy, Many obstacles block misinformation literacy, Media leaders fact-checkers and media literacy and library associations, Media literacy, Media literacy barely taught in seven sub-Saharan countries, Media literacy centres, Media literacy sub-types to better understand effects, MEDIA LITERACY TEACHING AROUND THE WORLD, MEDIA LITERACY TEACHING IN SEVEN SUB-SAHARAN COUNTRIES, messaging and search platforms, meta-review suggests ‘positive effects’ on ‘realism’, METHODOLOGY AND DEFINITIONS, Misinformation affects more than politics, Misinformation is more than ‘false news’, Misinformation literacy, Misinformation literacy behaviour, Misinformation literacy requires specific knowledge and skills, Misinformation not restricted to traditional and social media, MISINFORMATION: ONE PART OF A WIDER INFORMATION DISORDER, Motivations and the skills to identify those who produce specific information online, Much debate but little change in the United States, News literacy as knowledge and skills in five domains of news, no focus on misinformation, numeracy rates complicate the challenge, OBSTACLES TO TEACHING MISINFORMATION LITERACY IN SCHOOL, on posters and product labels, other liberal democracies more cautious, parliament, parliament codes, Political, Politicians worldwide fail to update electoral laws, poor teaching performance, Preliminary research suggests well-targeted teaching could curb harm, Proving the effects of misinformation on elections is complex, Public figures and institutions, Public order and public health, Researchers into education and misinformation, Russia, skills appears to increase efficacy, Social, Social media, Standards used for identifying harmful effects, starting with political will, STATE OF MEDIA LITERACY IN SUB-SAHARAN AFRICA, Sub-Saharan Africa, The choice of countries studied in the report, The choice of studies of media literacy effects, The effects of distorted focus of information, The effects of lack of access to accurate information, The methodology for the studies of fact-checking and misinformation, THE TYPES, THEORY OF MISINFORMATION LITERACY, Traditional media and social media platforms, UNESCO’s promotion of Media and Information Literacy, United States – a patchwork of approaches, used to dismiss information, Ways claims distort reality, Ways information can mislead and the skills and practices to distinguish accurate and inaccurate information, Ways misinformation distorts our understanding, When and how existing and new laws address misinformation harm

This is one of four reports to be published by the University of Westminster Press.

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Copyright license	Creative Commons License
E book format	PDF e-Books
Language	English
E book subject	Social Sciences and Humanities Books

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