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Media literacy education against fake news. the role of strategic framing
Media literacy education against fake news. the role of strategic framing
In recent years, fake news has emerged as a significant obstacle of modern times. By fueling distrust in established media organizations and public institutions, it hinders efforts to tackle the pressing challenges of our time, such as global pandemics and climate change. In response, educational science, along with other disciplines such as communication science and psychology, developed measures to combat the widespread influence of misinformation. These strategies aim to counter biases, promote media and information literacy, and provide cognitive preventative measures to mitigate the impact of encountering false or misleading information online. However, research on one key strategy frequently employed by fake news disseminators, namely framing, remains scarce. This thesis seeks to address this gap by conducting an analysis of the strategic framing of typical fake news content (Study 1) and implementing an educational intervention to promote media literacy by improving discernment of both truthful and fake news (Study 2). Furthermore, these findings are incorporated into the broader framework of the persuasion knowledge model to provide an additional and complementary perspective on the challenge of fake news.
misinformation, disinformation, fake news, framing, persuasion knowledge model
Scheibenzuber, Christian
2023
Englisch
Universitätsbibliothek der Ludwig-Maximilians-Universität München
Scheibenzuber, Christian (2023): Media literacy education against fake news: the role of strategic framing. Dissertation, LMU München: Fakultät für Psychologie und Pädagogik
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Abstract

In recent years, fake news has emerged as a significant obstacle of modern times. By fueling distrust in established media organizations and public institutions, it hinders efforts to tackle the pressing challenges of our time, such as global pandemics and climate change. In response, educational science, along with other disciplines such as communication science and psychology, developed measures to combat the widespread influence of misinformation. These strategies aim to counter biases, promote media and information literacy, and provide cognitive preventative measures to mitigate the impact of encountering false or misleading information online. However, research on one key strategy frequently employed by fake news disseminators, namely framing, remains scarce. This thesis seeks to address this gap by conducting an analysis of the strategic framing of typical fake news content (Study 1) and implementing an educational intervention to promote media literacy by improving discernment of both truthful and fake news (Study 2). Furthermore, these findings are incorporated into the broader framework of the persuasion knowledge model to provide an additional and complementary perspective on the challenge of fake news.