Literacy as a tool to combat fake news: promoting critical thinking in High School students
This research developed and tested external offices for identifying fake news by high school students, using literacy and critical thinking skills. Two groups participated, one experimental (1st year) and the other the control (2nd year). After both groups responded to an initial assessment instrume...
| Authors: | , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2025 |
| Country: | Brasil |
| Institution: | Universidade de Santa Cruz do Sul (UNISC) |
| Repository: | Signo (Santa Cruz do Sul. Online) |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs.online.unisc.br:article/20198 |
| Online Access: | https://seer.unisc.br/index.php/signo/article/view/20198 |
| Access Level: | Open access |
| Keyword: | Literacy Critical thinking Fake news High School Literacia Pensamento crítico Ensino Médio |
| Summary: | This research developed and tested external offices for identifying fake news by high school students, using literacy and critical thinking skills. Two groups participated, one experimental (1st year) and the other the control (2nd year). After both groups responded to an initial assessment instrument, the experimental group participated in five workshops that addressed topics such as misinformation, discursive age, checking sources and intentional facts, and linguistic clues. At the end, students in both groups responded to a new assessment instrument to verify the effects of the intervention. The results revealed that the offices did not generate the expected impact on recognizing fake news, but positively influenced the decision about sharing it. Thus, the research highlights that teaching critical thinking requires continuous and productive planning for the permanent formation of critical thinking and literacy. |
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