About the project
‘Fake News’ and Intentional Misinformation is a complicated problem!
“By now we’ve all agreed the term “fake news” is unhelpful, but without an alternative, we’re left awkwardly using air quotes whenever we utter the phrase. The reason we’re struggling with a replacement is because this is about more than news, it’s about the entire information ecosystem. And the term fake doesn’t begin to describe the complexity of the different types of misinformation (the inadvertent sharing of false information) and disinformation (the deliberate creation and sharing of information known to be false).”
First Draft News 2017
What Can We Do?
We all play a crucial part in this ecosystem. Every time we passively accept information without double-checking, or share a post, image or video before we’ve verified it, we’re adding to the noise and confusion. The ecosystem is now so polluted, we have to take responsibility for independently checking what we see online.
To meet these challenges the No Alternative Facts project seeks to sensitise young citizens for the role that propaganda and misuse of digital media can play in creating cultural conditions for extremist, racist, xenophobic and radical behaviours, promoting at the same time a thoughtful and critical use of the media.
The project has been formed as a strategic partnership to develop innovation in media literacy in adult education by developing, testing and implementing innovative practices, creating new curricula, courses and accompanying learning materials and tools for tutors and trainers that support disadvantaged young adults; creating a new, online learning resource through gamebased learning and support tutors, teachers and educators, creating new learning and teaching methodologies and pedagogical approaches.
Our aim is to make these resources available to educators (along with an innovative training programme on how best to use them), in order to increase their capacity and competence in promoting media literacy and critical thinking skills amongst disadvantaged young adults.
Critical Thinking and Media Literacy are essential skills for identifying and tackling ‘Intentional Misinformation’ in Digital Technologies.
What is Media Literacy and why is it important?
Media literacy enables people to have the skills, knowledge and understanding to make full use of the opportunities presented by both traditional and new communications services. Media literacy also helps people to manage content and communications, and protect themselves and their families from the potential risks associated with using these services.
In an online environment where the possibility for direct content regulation diminishes, the need for a media-literate public increases. Consumers and citizens need to be aware of the risks and opportunities offered across an array of online and mobile service activities, while stakeholders need to understand and monitor to what extent people are aware of changes and developments.
What do we mean by Critical Thinking Skills and how do they help us to identify Intentional Misinformation?
Critical thinking can be described as the ability to engage in reflective and independent thinking.
In essence, critical thinking requires you to use your ability to reason. It is about being an active learner rather than a passive recipient of information.
Critical thinkers rigorously question ideas and assumptions rather than accepting them at face value. They will always seek to determine whether the ideas, arguments and findings represent the entire picture and are open to finding that they do not. They will identify, analyse and solve problems systematically rather than by intuition or instinct.
The No Alternative Facts Partnership
The partnership is led by Apricot, United Kingdom, and has experienced Adult Education Organisations and HR consultancies from Germany, Austria, Bulgaria, Denmark and Sweden as project partners. For details see: Consortium