Strategies for tackling disinformation: case studies in the teaching of Geography and History
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There is growing concern about the veracity of news provided by the media and its correlation with the decisions and behaviour of citizens. There is, therefore, a pressing need to increase citizen resilience to disinformation. This paper presents different classroom interventions using the research-action method in the third and fourth years of compulsory secondary education (14-16 years of age) in two schools. It shows the possibility of detecting disinformation within the area of Geography and History in secondary education and provides student with tools to analyse information disseminated via traditional and social media. The students analysed graphics, maps, texts and other information from traditional and social media related to specific topics in the curriculum. The results obtained through direct observation, the application of rubrics and the questionnaires answered validate the hypothesis that secondary students are able to distinguish disinformation present in the news and understand the need to factcheck the information received if they have been trained for it and sensitised to this need.
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