Overcoming Post-truth Challenges: Is journalism education successful in Ukraine?
Keywords:
post-truth, fact-checking, media literacy, critical thinking, journalism education.
Abstract
The article discusses the response efficiency of the journalism education system to the post-truth challenges. The aim of our research is to find out whether the higher education system of Ukraine is able to provide the media system with quality professional staff ready for political participation, responsibility and upholding democratic values in the conditions of post-truth and aggressive external information influence. The experiment covered three groups: journalism students with general professional training, journalism students, who additionally participated in fact-checking trainings and economics students, who did not study the basics of media literacy. The survey results and focus group discussion proved that the future journalists show greater confidence in their skills, but, in fact, they are not able to distinguish better truth, manipulation and lies than the future economists All three groups had vague ideas about these concepts and tend to trust statements that seem familiar and simple. Fact-checking trainings do not give students an advantage in identifying truth and lies in public statements. The results suggest an urgent need to find new system solutions on the part of higher education, the community of professionals to train future journalists ready to work in the post-truth conditions.
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References
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Tkachova, N. O., & Strelchenko, D. V. (2018). Practical implementation of the formation model of self-education competence in students of Humanities on the basis of media-educational technologies. Pedagogy and psychology, 60, 109-119. http://doi.org/10.5281/zenodo.2540178
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Barton, C. C. (2019). Critical Literacy in the Post-Truth Media Landscape. Policy Futures in Education. https://doi.org/10.1177/1478210319831569
Barzilaia, S., & Chinnb, C. A. (2020). A review of educational responses to the “post-truth” condition: Four lenses on “post-truth” problems. Educational Psychologist, 55(3), 107-119. https://doi.org/10.1080/00461520.2020.1786388
Bhaskaran, H., Mishra, H., & Nair, P. (2019). Journalism Education in Post-Truth Era: Pedagogical Approaches based on Indian Journalism Students’ Perception of Fake News. Journalism & Mass Communication Educator, 74(2), 158-170. https://doi.org/10.1177/1077695819830034
Bonnet, J. L., & Rosenbaum J. E. (2019). “Fake news,” misinformation, and political bias: Teaching news literacy in the 21st century. Communication Teacher, 1-6. https://doi.org/10.1080/17404622.2019.1625938
Buckingham, D. (2019). Teaching media in a “post-truth” age: fake news, media bias and the challenge for media/digital literacy education, Cultura y Educación, 31(2), 213-231, https://doi.org/10.1080/11356405.2019.1603814
Bufacchi, V. (2021). Truth, lies and tweets: A Consensus Theory of Post-Truth. Philosophy & Social Criticism, 47(3), 347-361. https://doi.org/10.1177/0191453719896382
Capilla, P. (2021). Post-Truth as a Mutation of Epistemology in Journalism. Media and Communication, 9(1), https://doi.org/10.17645/mac.v9i1.3529
Chinn, C. A., Barzilai, S., & Duncan, R. G. (2021). Education for a “Post-Truth” World: New Directions for Research and Practice. Educational Researcher, 50(1), 51-60. https://doi.org/10.3102/0013189X20940683
Conroy, N. J., Rubin, V. L., & Chen, Y. (2015). Automatic deception detection: Methods for finding fake news. Proceedings of the Association for Information Science and Technology, 52(1), 1-4. https://doi.org/10.1002/pra2.2015.145052010082
Cooke, N. A. (2018). Fake news and alternative facts: Information literacy in a post-truth era. American Library Association.
Dell, M. (2018). Fake News, Alternative Facts, and Disinformation: The Importance of Teaching Media Literacy to Law Students. SSRN. http://dx.doi.org/10.2139/ssrn.3002720
Goodfellow, J. (2017, June 02). Only 4% of people can distinguish fake news from truth, Channel 4 study finds. The Drum. Retrieved from: https://www.thedrum.com/news/2017/02/06/only-4-people-can-distinguish-fake-news-truth-channel-4-study-finds
Gabor, N. (2018). Journalism education of the WEB.3.0 era: research, new skills, restart attempts. Bulletin of Lviv University. Journalism series, (43), 273-279.
Hobbs, R. (2017). Teaching and Learning in a Post-Truth World, Educational leadership, 75(3), 26-31. Retrieved from: http://www.ascd.org/publications/educational_leadership/nov17/vol75/num03/Teaching_and_Learning_in_a_Post-Truth_World.aspx
Journell, W. (2017). Fake news, alternative facts, and Trump: Teaching social studies in a post-truth era. Social Studies Journal, 37(1), 8-21.
Kanozia, R. (2019). Аnalysis of Digital Tools and Technologies for Debunking Fake News, Journal of Content, Community & Communication, 9(5), 114-122. 10.31620/JCCC.06.19/16
Lee, N. M. (2018). Fake news, phishing, and fraud: a call for research on digital media literacy education beyond the classroom. Communication Education, 67(4), 460-466. https://doi.org/10.1080/03634523.2018.1503313
Michailidou, A., & Trenz, H.-J. (2021). Rethinking journalism standards in the era of post-truth politics: from truth keepers to truth mediators. Media, Culture & Society, 43(7), 1340-1349. https://doi.org/10.1177/01634437211040669
Pandey, N. (2018). Fake news – a manufactured deception, distortion and disinformation is the new challenge to digital literacy. Journal of Content, Community & Communication, 8(4), 15-21. https://doi.org/10.31620/jccc.12.18/04
Ridgway, J, Nicholson, J., & Stern, D. (2017). Statistics education in a post-truth era. Proceedings of the Satellite conference of the International Association for Statistical Education (IASE), July 2017, Rabat, Morocco. Retrieved from: https://iase-web.org/documents/papers/sat2017/IASE2017%20Satellite%20N56_RIDGWAY.pdf
Theodosiadou, S., Spyridou, P., Nikos, P., Milioni, D. L., & Venetia, P. (2021). Journalism education in the post-truth era: an exploration of the voices of journalism students in Greece and Cyprus. Media Practice and Education, 22(4), 277-291.
Tkachova, N. O., & Strelchenko, D. V. (2018). Practical implementation of the formation model of self-education competence in students of Humanities on the basis of media-educational technologies. Pedagogy and psychology, 60, 109-119. http://doi.org/10.5281/zenodo.2540178
VoxCheck (n.d.). VoxCheck speech evaluation methodology. https://docs.google.com/document/d/1DjfsPY2TsRBwnHAu9emjKFy45KaP196W3xJPtaGO54Q/edit
Published
2022-11-08
How to Cite
Yevtushenko, O., Kovalova, T., Sadivnychyi, V., Zhylenko, I., & Bondarenko, O. (2022). Overcoming Post-truth Challenges: Is journalism education successful in Ukraine?. Amazonia Investiga, 11(57), 100-110. https://doi.org/10.34069/AI/2022.57.09.11
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