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Author
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Alaa Al-Musalli
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Year
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2022
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Publisher
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Global Media Journal -- Canadian Edition
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Abstract
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This course impact study explores students’ views on the importance of Disinformation
Literacy (DL) at the undergraduate level at a Canadian university, the challenges of
developing DL, and the best approach to develop it. Two surveys were administered
during a Disinformation and Media course in a Communication Department: the first
focused on eliciting the cohorts’ viewpoints on DL, and the second focused on the impact
of the course on their prior views on disinformation in media. Findings shed light on the
change in participants’ conceptual understanding of disinformation as they challenge
their pre-existing perceptions through investigating real-life disinformation cases of their
choice. Students developed disinformation detection competencies, using fact-finding
tools mapped out over a series of scaffolded assignments. We recommend giving DL
pedagogy importance in the undergraduate curricula by considering it a co-literacy of,
rather than a sub-literacy, subject matter, or theme within, ML and MIL.
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Language
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ENGLISH