The fight against rampant disinformation has triggered two major answers: fact-checking and news literacy. These affect the established fields of journalism and of Media and Information Literacy (MIL). They create opportunities for new entrants from the margins to enter professional fields in need of revamping. Using information and communication sciences research on policy and organizations and on the interplay between agency, platforms and networks, this analysis focuses on three main criteria for evaluating the field-configuring role of disinformation: policy rules and professional canons (to regain some lost political and economic ground), key events and projects (to provide sense-making strategies), and interactions with audiences and communities (to restore trust and reputation). Focusing on the European Union as main terrain of analysis due to its pioneering initiatives, this analysis first considers the mutual benefits afforded by the fight against disinformation. Then considers three main challenges: MIL risks being reduced to news literacy, digital journalism risks being reduced to fact-checking, and the disinformation discourse risks downscaling the emphasis on information. It concludes with the implications for the future for all actors to effect real field change in MIL and journalism.

The study investigates how foundational literacy influences online fact-checking behavior among college students, with news literacy acting as a mediator. Findings show that stronger foundational literacy improves fact-checking through enhanced news literacy, but reliance on heuristic (shortcut) thinking weakens this effect. The study highlights the impact of cognitive biases in social media contexts and emphasizes the need for journalism education to integrate critical news literacy, reflective media engagement, and awareness of digital information environments to support responsible digital citizenship.