Surveying fake news: Assessing university faculty’s fragmented definition of fake news and its impact on teaching critical thinking

  • Andrew P. Weiss, Ahmed Alwan, Eric P. Garcia, Julieta Garcia
  • International Journal for Educational Integrity, February 2020, Springer Science + Business Media
  • DOI: 10.1007/s40979-019-0049-x

Defining fake news: a faculty survey

Photo by Kayla Velasquez on Unsplash

Photo by Kayla Velasquez on Unsplash

What is it about?

Do we have an intelligible concept of 'fake news'? Our research of faculty at a state university finds that there is little consensus about its definition across gender, rank, discipline, and age. This is concerning as a more unified and consistent concept would be important to assess fake news responsibly.

Why is it important?

Without getting a clear understanding on the phenomenon, however, we may be powerless to neutralize its impact, especially in times of fear and concern.

Perspectives

Andrew Weiss
California State University, Northridge

Ultimately, we hope that our findings as well as our comprehensive definition of fake news can be of use for further studies. The negative effects of fake news should be a concern for all interested in higher education and life-long learning. We believe that the issue will only grow in importance as technology advances and the means for the dissemination and manipulation of information becomes increasingly sophisticated.

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http://dx.doi.org/10.1007/s40979-019-0049-x

The following have contributed to this page: Andrew Weiss