Showing posts with label Disinformation. Show all posts
Showing posts with label Disinformation. Show all posts

Friday, June 21, 2024

Infodemics: How Misinformation and Disinformation Spread Disease


 

 

By Lilian H. Hill

 

An infodemic refers to an overabundance of information, both accurate and false, that spreads rapidly during an epidemic or crisis, making it difficult for people to find trustworthy sources and reliable guidance. The term is a blend of "information" and "epidemic". It highlights how the proliferation of information can parallel the spread of disease, creating additional challenges in managing the primary crisis. The term rose to prominence in 2020 during the COVID-19 pandemic. During epidemics, accurate information is even more critical than in normal times because people need it to adjust their behavior to protect themselves, their families, and their communities from infection (World Health Organization, 2020).

 

Contradictory messages and conflicting advice can create confusion and mistrust among the public (Borges et al., 2022). An infodemic can intensify or lengthen outbreaks when people are unsure about what they need to do to protect their health and the health of people around them. The situation is so dire that the World Health Organization (2020) published guidance to help individuals, community leaders, governments, and the private sector understand some key actions they can take to manage the COVID-19 infodemic.

 

Characteristics of Infodemics

Infodemics result in more information than most people can process effectively, especially those with low health literacy. With growing digitization, information spreads more rapidly. Alongside accurate information, a significant amount of misinformation (false or misleading information shared without harmful intent) and disinformation (false information deliberately spread to deceive) is disseminated. Information spreads quickly, particularly through interconnected social media and digital platforms, reaching global audiences instantaneously. Infodemics often feature highly emotional, sensational, or alarming content that captures attention but may not be accurate or helpful.

 

Examples of Infodemics

Three global epidemics have occurred in recent memory, each accompanied by infodemics:

 

  1. COVID-19 Pandemic: During the COVID-19 pandemic, an infodemic emerged with vast amounts of information about the virus, treatments, vaccines, and public health measures. This included a significant spread of misinformation and conspiracy theories.

 

  1. Ebola Outbreaks: Past Ebola outbreaks have seen infodemics where misinformation about the disease’s transmission and treatments spread rapidly, complicating response efforts.

 

  1. Zika Virus: The Zika virus outbreak was accompanied by an infodemic, with rumors and false information about the virus’s effects and prevention measures.

 

Understanding and addressing infodemics is crucial for effective crisis management and public health response, ensuring that accurate information prevails and supports informed decision-making by individuals and communities. With human encroachment on natural areas, the likelihood of future epidemics is high (Shafaati et al., 2023).

 

Consequences of Infodemics

The flood of conflicting information can cause confusion, anxiety, and stress, making it hard for individuals to know how to respond appropriately to the crisis. Trust in authorities, experts, and media can be eroded when people encounter inconsistent messages or feel they are being misled. Misinformation can lead to harmful behaviors, such as using unproven treatments, ignoring public health advice, or spreading conspiracy theories. The spread of false information can hamper public health responses and crisis management efforts, as resources may be diverted to combat misinformation instead of focusing solely on the crisis. The plethora of unreliable health information delays care provision and increases the occurrence of hateful and divisive rhetoric (Borges et al., 2022). Infodemics can exacerbate social divisions, as different groups may cling to varying sets of information and beliefs, leading to polarized views and conflicts.

 

Managing Infodemics

Another new term is “infodemiology,” a combination of information and epidemiology. Epidemiology, the study of the distribution of health and disease patterns within populations to use this information to address health issues, is a fundamental aspect of public health. It aims to minimize the risk of adverse health outcomes through community education, research, and health policy development (World Health Organization 2024). Infodemiology is the study of the flood of information and how to manage it for public health. Infodemic management involves systematically applying risk- and evidence-based analyses and strategies to control the spread of misinformation and mitigate its effects on health behaviors during health crises.

 

For example, in their systematic review of publications about health infodemics and misinformation, Borges et al. (2022) commented that “social media has been increasingly propagating poor-quality, health-related information during pandemics, humanitarian crises and health emergencies. Such spreading of unreliable evidence on health topics amplifies vaccine hesitancy and promotes unproven treatments” (p. 556). However, they noted that social media has also been successfully employed for crisis communication and management during emerging infectious disease pandemics and significantly improved knowledge awareness and compliance with health recommendations. For governments, health authorities, researchers, and clinicians, promoting and disseminating reliable health information is essential to counteract false or misleading health information spread on social media.

Image Credit: Anna Shvets, Pexels

 

Strategies for Combating Infodemics

For government officials, public health professionals, and educators, preparation is essential to prevent the next pandemic disaster (Shafaati et al., 2023). Strengthening public health services and investing in research and development for new medications and vaccines are crucial steps. Expanding access to education and resources in vulnerable communities is also necessary to enhance understanding and encourage preventive actions. Additionally, investing in international cooperation is vital to support countries at risk of outbreaks and provide economic assistance to those affected by pandemics.

 

  1. Promoting Accurate Information: Authorities and experts must provide clear, accurate, and timely information. This includes regular updates from trusted sources like public health organizations.

 

  1. Media Literacy: Enhancing public media literacy can help individuals critically evaluate the information they encounter, recognize reliable sources, and avoid sharing unverified claims.

 

  1. Fact-Checking and Verification: Fact-checking organizations and platforms are crucial in verifying information and debunking false claims. Prominent placement of fact-checked information can help correct misconceptions.

 

  1. Algorithmic Adjustments: Social media platforms and search engines can adjust their algorithms to prioritize credible sources and reduce the visibility of misleading content.

 

  1. Collaboration and Coordination: Effective communication and coordination among governments, health organizations, media, and tech companies are essential to manage the flow of information and combat misinformation.

 

  1. Public Engagement: Engaging with communities and addressing their concerns directly can build trust and ensure accurate information reaches diverse audiences. This may include town hall meetings, Q&A sessions, and community-specific communications.

 

Referencesre

Borges do Nascimento, I. J., Pizarro, A. B., Almeida, J. M., Azzopardi-Muscat, N., Gonçalves, M. A., Björklund, M., & Novillo-Ortiz, D. (2022). Infodemics and health misinformation: A systematic review of reviews. Bulletin of the World Health Organization, 100(9):544-561. https://doi.org:10.2471/BLT.21.287654.

Shafaati, M., Chopra, H., Priyanka, Khandia, R., Choudhary, O. P., & Rodriguez-Morales, A. J. (2023). The next pandemic catastrophe: can we avert the inevitable? New Microbes and New Infections, 52, 101110. https://doi.org: 10.1016/j.nmni.2023.101110. 

World Health Organization (2020). Managing the COVID-19 Infodemic: A call for action. Author. https://iris.who.int/bitstream/handle/10665/334287/9789240010314-eng.pdf?sequence=1on

World Health Organization (2024). Let’s flatten the infodemic curve, https://www.who.int/news-room/spotlight/let-s-flatten-the-infodemic-curve

 



Wednesday, January 24, 2024

News Literacy and Its Components

 

Image Credit: Evangeline Shaw, Unsplash

As part of our continuing discussion of different types of literacy, this blog post addresses News Literacy in honor of the 5th Annual National News Literacy Week, January 22 – 26. 

 

News literacy is critically analyzing and evaluating news sources, stories, and information. It involves developing the skills and knowledge necessary to be an informed news consumer. News literacy goes beyond simply being able to access information; it emphasizes the capacity to assess the credibility, reliability, and relevance of news content. Ashley (2022) provides the following definition:

 

News literacy is the critical evaluation of information content as well as the contexts where it is produced and consumed. We can think of news literacy as the set of knowledge, skills, and attitudes that a person brings to their personal consumption of information and to their understanding of the structure of the news media landscape.

 

 

Ashley’s book News Literacy and Democracy (2020) also links news literacy with democracy. He writes, “Democracy is ultimately about citizen participation in the organization of society. We are governed by elected representatives, and because representative government requires an informed citizenry, we need news that gives us an accurate picture of our environment. But the morass of information out in the world today poses a real threat to our ability to govern our societies” (p. 4). Ashley explains that we each have the power to be selective about the information we expose ourselves to, and this ability can shape our perceptions of reality, which in turn influences our behaviors and attitudes. Some people choose to tune out altogether. Indeed, the Digital News Report by Reuter indicates that social networks have become a primary news source for 18-24-year-olds (Eddy, 2022). The report further claims that only 26% of Americans trust news generally.

 

We have traveled far from the days of trusted news anchors such as Walter Cronkite, a CBS news anchor from 1962 to 1981, who was known as the most trusted man in America in the 1960s and 1970s. Instead of a few trusted sources of information, digital media have saturated daily life, making it difficult to distinguish legitimate information from biased, fake, and falsified news. Hornick (2024), writing for the News Literacy Center at Stony Brook University, indicates that: “New technologies to create and share information make it easy to create content that only appears authoritative and then to spread it virally. The conflict between speed and accuracy has been exacerbated by Digital Age demands for delivering information as fast as possible, but accelerating that process increases the chance it will be wrong” (para. 4). While nearly everyone can create and publish media with a laptop or smartphone, the responsibility to be accurate, truthful, and unbiased is not shared. The News Literacy Center provides news literacy lessons for college/university students, community groups, and K-12 students. The website references 18 other organizations concerned about news sites' quality and trustworthiness, including the Media Literacy Clearinghouse and the American Press Institute. 

 

PBS Learning Media for Teachers houses several collections of lessons on news and media literacy. The lessons include videos, blog articles, student handouts, lesson plans, and tip sheets to help students identify, analyze, and investigate the news and information they get from online sources. These lessons are aimed at K-12 students. PBS Learning Media for Teachers and the News Literacy Center link news literacy and democracy.

 

Components of News Literacy

 

1.     Critical Thinking

News literacy encourages individuals to approach information critically. This includes questioning the source, understanding the context, and evaluating the evidence from news stories.

 

2.     Source Evaluation

Understanding where news comes from is crucial. News literacy involves assessing the credibility and reliability of news sources. Differentiating between reputable journalistic sources and unreliable sources is a fundamental skill.

 

3.     Fact-Checking

Fact-checking is an integral part of news literacy. Individuals are encouraged to verify the accuracy of claims and information presented in news stories before accepting them as accurate.

 

4.     Media Bias Awareness

Recognizing and understanding media bias is essential. News literacy helps individuals identify potential biases in news reporting and how they might influence the presentation of information.

 

5.     Contextual Awareness

News stories often need to be understood within their broader context. News literacy involves considering the historical, cultural, and social context in which events are reported.

 

6.     Digital Literacy

With the rise of digital media and online information, news literacy includes digital literacy skills. This involves understanding how information spreads on social media, recognizing online misinformation, and being aware of the potential for manipulation.

 

7.     Diversity of Sources

News literacy emphasizes the importance of seeking information from diverse sources. Exposure to various perspectives helps individuals develop a more comprehensive understanding of issues.

 

8.     Ethical Considerations

News literacy includes an awareness of journalistic ethics. This involves understanding the responsibilities of journalists, respecting the rights of individuals featured in news stories, and recognizing the importance of unbiased reporting.

 

9.     Engagement and Participation

News literacy encourages active engagement with news and current events. This can include participating in discussions, sharing responsibly sourced information, and being an informed citizen.

 

Promoting news literacy is essential in a world where misinformation and disinformation can spread rapidly. By fostering these skills, individuals are better equipped to navigate the complex media landscape and make informed decisions about the information they encounter.

 

References

Ashley, S. (2020). New Literacy and Democracy. Available online https://library.oapen.org/bitstream/id/2ed9be72-d915-4e0f-bc8e-7977d9ae4d56/9780429863073.pdf

Eddy, K. (2022, June 15). The changing news habits and attitudes of younger audiences. Reuter Digital News Report. Retrieved https://reutersinstitute.politics.ox.ac.uk/digital-news-report/2022/young-audiences-news-media

Hornick, R. (2024). Why News Literacy Matters: A NEW LITERACY FOR CIVIL SOCIETY IN THE 21st CENTURY. Retrieved https://digitalresource.center/why-news-literacy-matters

 

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