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This study investigates the impact of educational interventions and feedback on users’ ability to detect manipulated images on social media, addressing a gap in research that has primarily focused on algorithmic approaches. Through a pre-registered randomized and controlled experiment, we found that feedback and educational content significantly improved participants’ ability to detect manipulated images on social media.

Several existing media literacy games aim to increase resilience to misinformation. However, they lack variety in their approaches. The vast majority focus on assessing information accuracy, with limited exploration of socio-emotional influences of misinformation adoption. Misinformation correction and educational games have explored how narrative persuasion influences personal beliefs, as identification with certain narratives can frame the interpretation of information.

Although prebunking games have shown promise in Western and English-speaking contexts, there is a notable lack of research on such interventions in countries of the Global South. In response to this gap, we developed Gali Fakta, a new kind of media literacy game specifically tailored for an Indonesian audience.

Psychological inoculation interventions, which seek to pre-emptively build resistance against unwanted persuasion attempts, have shown promise in reducing susceptibility to misinformation. However, as many people receive news from popular, mainstream ingroup sources (e.g., a left-wing person consuming left-wing media) which may host misleading or false content, and as ingroup sources may be more persuasive, the impact of source effects on inoculation interventions demands attention.

A growing number of educational interventions have shown that students can learn the strategies fact checkers use to efficiently evaluate online information. Measuring the effectiveness of these interventions has required new approaches to assessment because extant measures reveal too little about the processes students use to evaluate live internet sources.

This paper examines strategies for making misinformation interventions responsive to four communities of color. Using qualitative focus groups with members of four non-profit organizations, we worked with community leaders to identify misinformation narratives, sources of exposure, and effective intervention strategies in the Asian American Pacific Islander (AAPI), Black, Latino, and Native American communities.

This essay advocates a critical approach to disinformation research that is grounded in history, culture, and politics, and centers questions of power and inequality. In the United States, identity, particularly race, plays a key role in the messages and strategies of disinformation producers and who disinformation and misinformation resonates with.

To better understand youth attitudes towards media literacy education on social media, and the opportunities and challenges inherent in such initiatives, we conducted a large-scale analysis of user responses to a recent media literacy campaign on TikTok. We found that reactions to the campaign were mixed, and highly political in nature.

Before there was a term called media literacy education, there was an interdisciplinary group of writers and thinkers who taught people to guard themselves against the manipulative power of language. One of the leaders of this group was Neil Postman, known for his best-selling book published in 1985, Amusing Ourselves to Death: Public Discourse in the Age of Show Business.