This article is guided by the question of what digital competencies are needed to deal with disinformation strategies in social media and how these competencies can be embedded in the discourse on (media) pedagogy. It considers this question from the perspective of the digital condition and addresses the current competency debate by proposing a synergetic linkage of critical media competencies and data competencies. On this basis, it explores the relationship between learning opportunities, digital infrastructures, and the resilience of our democracies. The article concludes by discussing our “Synergistic Literacy Model Against Disinformation” in terms of its advantages and relevance for future literacy concepts, solutions to broader societal problems, and the resilience of democracies.

The paper describes specific experiences with educational activities aimed at strengthening media literacy in the field of combating disinformation among primary and secondary school teachers, which were implemented in 2022-2023 through the Central European Digital Media Observatory. A total of 3633 primary and secondary school teachers from all over the Czech Republic participated in the education and evaluated the educational events. The article presents examples of specific educational activities oriented to the development of knowledge, skills and attitudes of students through teaching in primary or secondary school.

This study investigated the effect of media and information literacy (MIL) on the ability to identify fake news, disinformation and misinformation, and sharing intentions. The experimental approach was selected to study both the control group and experimental group made up of a total of 187 respondents. Comparative analysis of the two groups revealed that although more respondents in the experimental group were able to identify the inauthenticity of information presented to them, some of the respondents in the control group were also able to do the same, even though they did not receive MIL training. Conversely, some respondents in the experimental group, even though they were trained in MIL, could not determine the inauthenticity of information, possibly because the one-off training given to them did not allow them to assimilate all the information in one sitting. Nonetheless, the results of the bivariate correlation computation showed that MIL trained respondents were more likely to determine authenticity or otherwise of information and less likely to share inaccurate stories. This means that when MIL increases, sharing of fake news decreases. This is yet another evidence that MIL enables information consumers to make informed judgments about quality information. It is recommended that MIL is incorporated into mainstream educational modules andconsistently revised to reflect the demands of the times. MIL programs must also con-sider how to effectively reach those without formal education. Actors within the information, communications, and media ecology must contribute to their quota in making information consumers more discerning with the right MIL sensitisation.

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.

This study explores the relationship between journalistic background, content creation experience, and self-reported information literacy among global content creators. Based on an online survey of 500 content creators in eight languages around the world, the study explains whether journalistic training or experience in content creation influences perceived information literacy, while controlling for education and economic development of the country. Results indicate that both having a journalistic background and content creation experience significantly predict perceived information literacy, with education of creators as a significant covariate. Economic development (Global South vs. Global North) is not a significant factor. Grounded in Flavell’s metacognitive theory, the findings suggest that content creators gain confidence in evaluating information through having a journalistic background and content creator experience, even if their actual ability remains untested. The implications of perceived information literacy compared to actual practice in information checking and information literacy training based on metacognition are discussed.

The study examines the role of emotion in news consumption, arguing that traditional news literacy education’s focus on facts and verification is no longer sufficient. It explores how emotion and emotion-analytics technologies shape the spread and impact of fake news in digital environments.

The study focuses on strengthening the assessment of news literacy in response to growing concerns about fake news, misinformation, and changing digital news consumption practices. It aims to update existing news literacy measurement tools by introducing two new scales: the Headline Literacy Scale and the Hard News Standards Knowledge Scale.