Chaire UNESCO en démocratie, citoyenneté mondiale et éducation transformatoire
New article on Fake News
Our latest article from the UNESCO Chair DCMÉT. Thanks to co-authors, Sandra Cuervo and Michelli Daros, respectively postdoctoral and doctoral students, who have made a wonderful contribution to our work, to Gina Thésée and Michael Hoechsmann, who have supported, stimulated and enhanced the research on our social media project for the past two years, to Petar Jandrić of the Postdigital Science and Education journal, and to the editors for the special issue in which our article was included, Alison MacKenzie and Ibrar Bhatt.
Paul R. Carr
Carr, Paul R., Cuervo Sanchez, Sandra & Aparecida Daros, Michelli. (2019). Citizen Engagement in the Contemporary Era of Fake News: Hegemonic Distraction or Control of the Social Media Context?, Postdigital Science and Education, 1–22 (https://link.springer.com/article/10.1007/s42438-019-00052-z#citeas)
Social media platforms have gained prominence worldwide over the past decade. Texts, images, recordings/podcasts, videos and innovations of all sorts have been created, and can be shared and disseminated, including fake news in all of its dimensions. By playing supposedly a neutral political role, social media platforms are accessible to users, generally without discrimination, in addition to being a lure and target for certain/targeted constituencies. Political parties and politicians have proved that they can shape, influence and win elections through social media and strategies such as 'Twiplomacy'. Social media has the potential to be a democratizing force, yet corporate, neoliberal and hegemonic forces have a tethered grip that can control large swaths of what is happening. This article presents a case study of Spain in relation to fake news, disinformation and misinformation concerning immigration, underscoring that fake news in Spain, like elsewhere, has a long-standing foundation. We explore citizen engagement in the era of social media, referencing as well fake news in Europe and the USA, and make connections with the potential for media literacy as a means to more effectively navigate the murky waters of vast, interwoven online/offline, formal/informal, mainstream/alternative experiences, identities and realities. Lastly, we discuss the implications and consequences for media literacy and democracy, which, we believe, needs to be a central feature of the debate.