The GYFS project is aimed at education and media literacy for adults through workshops on disinformation and fake news on social media.

The path is aimed at providing general information to identify and frame the problem of disinformation, placing learners in the position of being able to understand and recognize disinformation in social media; raise awareness of why false information is published online with the intention of deceiving users; be prepared to take necessary action when misinformation is encountered.

Participants will be able to explain the difference between information and disinformation:

1. Being able to identify the different types of misleading news;
2. Understanding the consequences of sharing and believing in false information for society and for oneself;
3. Understanding why disinformation is published with the intent of deceiving;
4. Knowing that there are some political or business interests attempting to influence online behavior;
5. Have a general idea of how algorithms affect what is seen online;
6. Understand what are examples of credible sources of information;
7. Know how to control information and learn about changes in the media landscape;
8. Know how to defend against threats and risks on social media;
9. Knowing what can be done to be positive and responsible in the use of social media;

Classes of 20 people, made up of 10 seniors and 10 young adults.

10 hours

single module 5 hours

The project used the mixed approach with 4 different strategies, which can complement each other, be used in a single session or overlap:

1) Direct education

Teacher-centered, effective for providing information or developing skills step-by-step. It also works well for introducing other teaching methods.

Selected methods: Structured overview, conference, confrontation and contrast.

2) Indirect education

Student-centered, it provides a high level of involvement in observing, investigating, drawing conclusions from data, or formulating hypotheses. It harnesses the interest and curiosity of students and promotes the development of interpersonal skills and abilities.

Selected methods: Reflective discussion, guided investigation, problem solving.

3) Interactive Education

It relies heavily on discussion and sharing among the participants. Students can learn from peers and teachers.

Selected methods: Debates, brainstorming, peer learning, discussion, cooperative learning, problem solving.

4) Experiential learning

Inductive, student-centered and activity-oriented. A personalized reflection on an experience and the ability to put learning to work in new situations is part of this strategy

Selected methods: Games, role-playing games.

Module 3:

• How to recognize and how to react to disinformation:
• Group sharing of credible sources of information;
• Identification of changes in the media landscape;
• Identification of fake news through the use of existing fact-checking lists
• Threat identification
• Defense strategies
• To raise awareness
• Self-assessment task through gamification tools.

Expected learning outcomes:

• Understanding of credible sources of information;
• Knowing how to control information and know the changes in the media landscape;
• Know how to defend against threats and risks on social media;
• Know what to do to be positive and responsible in the use of social media.

Useful Links

all digital week