MEDIA AND

INFORMATION
LITERATE CITIZENS

THINK
CRITICALLY,
CLICK WISELY!

Module 4
Part Media and Information Literacy
Competencies to Tackle Misinformation,
2 Disinformation and Hate Speech: In
Defense of Truth‑Seeking and Peace

Media & Information Literacy Curriculum

for Educators & Learners
Published in 2021 by the United Nations Educational, Scientific
and Cultural Organization, 7, place de Fontenoy, 75352 Paris 07 SP,
France

© UNESCO 2021

ISBN 978-92-3-100448-3

This publication is available in Open Access under the Attribution-

ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (http://
[Link]/licenses/by-sa/3.0/igo/). By using the content
of this publication, the users accept to be bound by the terms of
use of the UNESCO Open Access Repository ([Link]
open-access/terms-use-ccbysa-en).

The designations employed and the presentation of material

throughout this publication do not imply the expression of any
opinion whatsoever on the part of UNESCO concerning the legal
status of any country, territory, city or area or of its authorities, or
concerning the delimitation of its frontiers or boundaries.

The authors are responsible for the choice and the presentation
of the facts contained in this book and for the opinions expressed
therein, which are not necessarily those of UNESCO and do not
commit the Organization.

Authors
Alton Grizzle, Carolyn Wilson, Ramon Tuazon, C.K. Cheung, Jesus
Lau, Rachel Fischer, Dorothy Gordon, Kwame Akyempong, Jagtar
Singh, Paul R. Carr, Kristine Stewart, Samy Tayie, Olunifesi Suraj,
Maarit Jaakkola, Gina Thésée, Curmira Gulston

Edited by Alton Grizzle, Carolyn Wilson, Dorothy Gordon

Graphic design by UNESCO/Katharine Mugridge

Cover design by UNESCO/Katharine Mugridge

Typeset by UNESCO
Printed by UNESCO

Printed in France
TABLE OF CONTENTS
MODULE 4: MEDIA AND INFORMATION LITERACY COMPETENCIES
TO TACKLE MISINFORMATION, DISINFORMATION AND HATE SPEECH:
IN DEFENSE OF TRUTH-SEEKING AND PEACE 146
Background And Rationale 147

UNIT 1: TRUTH MATTERS 151

Key Topics 151

Learning Objectives 151

Pedagogical Approaches and Activities 151

Assessment & Recommendations 153

UNIT 2: THE MISINFORMATION AND DISINFORMATION ECOSYSTEM (ORIGIN,

DEFINITION, DISTINCT CHARACTERISTICS, MOTIVATIONS, ETC.) 154

Key Topics 154

Learning Objectives 154

Pedagogical Approaches and Activities 154

Assessment & Recommendations 157

UNIT 3: MEDIA AND MISINFORMATION 158

Key Topics 158

Learning Objectives 158

Pedagogical Approaches and Activities 158

Assessment & Recommendations 159

UNIT 4: IMPACTS OF FALSE AND MISLEADING CONTENT ON INDIVIDUALS AND SOCIETY 160

Key Topics 160

Learning Objectives 160

Pedagogical Approaches and Activities 160

Assessment & Recommendations 161

UNIT 5: MEDIA AND INFORMATION LITERACY AND MISINFORMATION 162

Key Topics 162

Learning Objectives 162

Pedagogical Approaches and Activities 162

Assessment & Recommendations 163

MODULE 4:
MEDIA AND
INFORMATION LITERACY
COMPETENCIES
TO TACKLE
MISINFORMATION,
DISINFORMATION
AND HATE SPEECH: IN
DEFENSE OF TRUTH-
SEEKING AND PEACE
 “Falsehood flies, and truth
comes limping after it, so
that when men come to be
undeceived, it is too late; the
jest is over, and the tale hath
had its effect: like a man,
who hath thought of a good
repartee when the discourse
is changed, or the company
parted; or like a physician, who
hath found out an infallible
medicine, after the patient is
dead.”
– Jonathan Swift (16th Century)

BACKGROUND AND
RATIONALE
The search for truth is the story of mankind. In the past
decades, we have witnessed unprecedented innovations
in information and communication technologies (ICTs)
of previously unimaginable speed and reach. But such
inventions and innovations did not always advance the
search for truth. In fact, what was said by the Anglo-Irish
writer Jonathan Swift in the 16th century still resonates

147 Module 4: Media and Information Literacy Competencies to Tackle Misinformation,

Disinformation and Hate Speech: In Defense of Truth-Seeking and Peace
today, “Falsehood flies and the truth comes limping after
it.” The 2018 Massachusetts Institute of Technology (MIT)
Media Lab study on Twitter validates Swift’s satire when it
concluded that “Falsehoods diffused farther, faster, deeper,
and more broadly than truth in all categories of information1.”
This module, Applying MIL Competencies to Tackle
Misinformation and Hate Speech is divided into two main
parts. First, it examines the different types of misinformation
that pervade in the so-called post-truth era. Second, it
illustrates how misinformation can breed distrust, division,
and intolerance. The module reinforces several previous
modules spotlighting for readers how MIL competencies
and tools can be brought to bear on seeking and defending
truth, prevent the spread of false information, and create an
inclusive, participatory, and open society.
The module uses ‘misinformation’ as a generic term,
although it also, at another level, distinguishes between
disinformation, misinformation, and mal-information
including conspiracy theories. It debunks the popular term
“fake news” and calls it what it really is – false or misleading
content. UNESCO discourages the term fake news, on the
basis that if the content is fake, it is not news. Educators
and learners should carefully examine misinformation for the
many tribulations it has caused and continue to cause to
individuals and societies. These include blanket distrust in the
factual news media, in science and established institutions,
rise in hate speech, intolerance and polarization, disruption
of democratic processes (especially free elections), a threat
to the achievement of the Sustainable Development Goals
and, lately, the emergence of the ‘disinfodemic’ in relation
to the coronavirus crisis that has engulfed the world at the
time of writing. These are but a few of the damages of
misinformation.
Second, the module enables us to understand how news
and information can be corrupted to create distrust, division,
intolerance, and prejudice among individuals and societies.
It examines the perception that mass media and social
media are “platforms of choice” in propagating hate speech,
discrimination, conspiracy theories or myths, radicalization
and violent extremism.
MIL provides the competencies and tools that enable us to
1. V
 osoughi, Soroush & Roy, Deb & Aral, Sinan. (2018). The spread of true and false
news online. Science. 359. 1146-1151. 10.1126/science.aap9559.

Module 4: Media and Information Literacy Competencies to Tackle Misinformation, 148

Disinformation and Hate Speech: In Defense of Truth-Seeking and Peace
 prevent the further spread of false information and to push
back the purveyors of deceit and intolerance and digital
business models that amplify such content and connections
amongst those providing it. MIL enables learners to (1)
identify misinformation and harmful content, (2) to debunk
them through fact-checking, (3) to, when necessary, counter
them without further amplifying them through reporting
and/or counter messaging. This module presents fact-
checking tools and applications that can be included in a
MIL toolkit. The United Nations Strategy and Plan of Action
on Hate Speech2, Commitment 7, Action 20 accentuates
the need to use education as a tool for addressing and
countering hate speech by promoting the values and skills
of global citizenship education and enhance media and
information literacy. The United Nations Guiding Note on
Addressing and Countering COVID-19 related Hate Speech3
in turn associates hate speech with disinformation while
encouraging responses that focus on critical thinking, social
and emotional skills and responsible engagement, through
global citizenship and human rights education. MIL is about
critical thinking, and enabling global citizenship and human
rights awareness, in ways that counter misinformation.
How MIL programmes promote inclusion, gender
equality, diversity and pluralism is also key to combating
misinformation. Gender-sensitive MIL that fosters truth
about women’s roles in various societal developments
of the world. For instance, intercultural (inter-ethnic)
communication and interreligious (interfaith) dialogues can
help counter toxic masculinity, discrimination, stereotypical
representations and prejudice. MIL can help to contribute
to strengthening views from multiple perspectives and
historical literacy. The past decades we have witnessed
technological breakthroughs which, in some cases, have
also led to technological conundrums, informational silos,
and even ethical breakdowns.

THIS MODULE COVERS

2. U
 nited Nations Strategy and Plan of Action on Hate Speech., [Link]
en/genocideprevention/documents/advising-and-mobilizing/Action_plan_on_hate_
speech_EN.pdf Accessed on 4 January 2021.
3. 
United Nations Guiding Note on Addressing and Countering COVID-19
related Hate Speech [Link]
Guidance%20on%20COVID-19%20related%20Hate%[Link]. Accessed
on 4 January 2021.

149 Module 4:
9: Media and Information Literacy Competencies to Tackle Misinformation,
Disinformation and Hate Speech: In Defense of Truth-Seeking and Peace
THE FOLLOWING UNITS:

UNIT 1:
TRUTH MATTERS

UNIT 2:
THE MISINFORMATION AND
DISINFORMATION ECOSYSTEM

UNIT 3:
MEDIA AND MISINFORMATION

UNIT 4:
EFFECTS OF MISINFORMATION ON
INDIVIDUALS AND SOCIETY

UNIT 5:
MEDIA AND INFORMATION
LITERACY AND INFORMATION
ACCESS

Module 4: MediaModule
and Information
9: Media and
Literacy
Information
Competencies
LiteracytoCompetencies
Tackle Misinformation,
to Tackle 150
Disinformation and Hate Speech: In Defense of Truth-Seeking
TITLE GOES
and Peace
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 UNIT 1: TRUTH MATTERS
DURATION: 3 HOURS

Key Topics
● Reflection on theories of truth
● The so-called ‘post-truth era’
● Truth as the essence of journalism and librarianship.

Learning Objectives
After completing this unit, educators will be able to:

● Explain theories of truth

● Analyse conditions that illustrate, for example the post-truth era
● Defend why truth telling is the essence of journalism and librarianship.

Pedagogical Approaches and Activities

In summary: as discussed earlier in this Curriculum (Part 1), various pedagogical
approaches are possible. Please review the list in Part 1 and decide which approach
to apply to the suggested Activities below and others that you may formulate. A few
examples are listed below. See Part 1 for others and more detailed guidance about them.
● Issue-Inquiry: plan activities that investigate or research about truth in the context of
the topics listed above

● Case Study/Case Examples: identify and discuss various real-life examples on the
search for truth and conflicting perspectives. Think about historical accounts of
certain well-known events. Also consider the role of women in history and/or their
contribution to the independence of various countries of choice

● Games: search the Internet for games (digital/electronic or otherwise) that promote
the search for truth, reasoning and logics, critical thinking or media and information,
etc. Using these games in classroom activities. See for example the award-winning
game Go Viral! by the Cambridge University social decision-making lab https://
[Link]/books/go-viral/. Search for similar games in your region and
country

● Textual/Contextual Analysis: identify non-fictional books, journal articles, videos

that offer findings of research of particular social issues or give accounts of history.
Discuss and analyse the arguments and evidence provided. Watch this short video,
5 Tips to improve your critical thinking, [Link]
query=Critical+thinking+

● Educators should do a quick census (by show of hands) of learners who hear or

151 Module 4: Media and Information Literacy Competencies to Tackle Misinformation,

Disinformation and Hate Speech: In Defense of Truth-Seeking and Peace
 come across the term “fake news” more frequently than they encounter the term
misinformation and disinformation. Repeat this census but this time focus on persons
who use the term “fake news” more frequent than misinformation or disinformation.
Guide learners to reflect on why they use each term. Ask them to reflect on whether
they see a problem with the term “fake news”. Explain to them what news and its
importance to society is. See Module 1, 2 and 13 for more about the news and
media in connection to development. Guide learners to understand that professional
news should be verified information. Therefore, if the content is fake, it cannot be
news. Explain to learners that use of the term fake news can be instrumentalized to
suppress legitimate news. Guide a discussion around this perspective. Do another
census to see how many persons are ready to stop using the term “fake news”
and use rather expressions such as false or misleading content and misinformation
and disinformation. See the Glossary of Term for definitions of misinformation and
disinformation.

● Organize the group into two or more groups, preferably 5 to 7 members per group.
Ask each group to arrange themselves in a circle. Instruct each group member to
think of three statements about themselves. Two must be true statements, and one
must be false. The statements should be interesting and not generic or common
statements. To play one round, each person shares the three statements (in any order)
to the group. The goal of the game is for members to determine which statement
is false. Each member selects which statement she/he thinks is a lie. At the end of
each round, each member reveals which was the lie (adopted from [Link] -
[Link] To animate the
game, let each group or the entire group answer the following questions and think of
others: was it difficult for you to think about true and false statements? Why or why
not? What strategy did you use to discern which statement was true or false? Did
you observe any pattern as to topics/subjects where most of the false statements
came from?

● Educators could interview or guide learners to interview a news reporter and an

editor from the same news organization. Ask the reporter the following questions
and think of others: What criteria do you use in selecting data or information to
ensure accuracy in reporting? What information gathering techniques do you use
to collect factual data and information? How do you correct factual errors in your
published stories? To the editor, ask the following questions: How do you verify that
data or information provided by your reporters are accurate or factual? Does your
news organization have standards related to accuracy? If yes, please describe them.
What does your news organization do to correct factual mistakes in your published
stories? Are there internal rules that ensure perspectives from various stakeholders
involved to verify information? Are gender perspectives considered in information
verification processes?

● Educators could interview or guide learners to interview librarians, archivists or

museum curators in their communities. Ask the following questions (more can be
added): What criteria do you use in selecting non-fictional books, original documents

Module 4: Media and Information Literacy Competencies to Tackle Misinformation, 152

Disinformation and Hate Speech: In Defense of Truth-Seeking and Peace
 or artifacts for the library/archive/museums on various topics to ensure accuracy
and authenticity? What information-gathering techniques do you use to collect data
and information about the books, original documents or artifacts to choose? How
do you correct errors when you find that after new developments and research
certain books, original documents or artifacts are no longer true or fully authentic?
To the chief librarian/archivist/museum director, ask the following questions: How do
you verify that data or information about books or other library resources, original
documents or artifacts provided by your staff/colleagues are accurate or factual?
Does your organization have standards related to accuracy? If yes, please describe
them. Are there rules in place to ensure gender balance in authorship or non-
stereotypical gender representation in collecting books or other library resources,
original documents, or artifacts?

● Invite an historian to the learning space to explain and discuss the issues of historical
revisionism and negationism or denialism. Issues for discussion can include the
following: What are the differences between historical revisionism and denialism?
Consider also varying degrees of revisionism and denialism including distortion
and trivialization; for instance, in the case the Holocaust/genocide of the Jewish
people. See more the International Holocaust Remembrance Alliance (IHRA) and
UNESCO website [Link], which raises awareness
about Holocaust distortion, related motives and its harmful effects. What are some
global and/or national issues and events which are now targets for revisionism or
negationism? Are historical revisionism and negationism consistent with the search
for truth? What motivates some individuals to pursue these two concepts? Give a
presentation in front of the group and guide discussion on the highlights of your
interview using any slide presentation software.

Assessment & Recommendations

● Written examinations
● Essays, reflection and reaction papers to lectures, case studies, audiovisual
presentations/viewings
● Participation in group learning activities.

Topics for Further Consideration

● Freedom of Expression and Freedom of Information
● Code of Conduct and Ethics of Journalists and Information Professionals
● Historical literacy
● Historical Revisionism and Historical Negationism
● Data Mining, Data Analytics, and Truth Telling.

153 Module 4: Media and Information Literacy Competencies to Tackle Misinformation,

Disinformation and Hate Speech: In Defense of Truth-Seeking and Peace
UNIT 2: THE MISINFORMATION AND
DISINFORMATION ECOSYSTEM
(ORIGIN, DEFINITION, DISTINCT
CHARACTERISTICS, MOTIVATIONS,
ETC.)
DURATION: 2 HOURS

Key Topics
● Elements false and misleading content - Disinformation, Misinformation, and Mal-
information, including conspiracy theories
● Common categories (e.g. misleading content, impostor content, fabricated content,
false connection, false context, and manipulated content)
● Misinformation and hate speech.

Learning Objectives
After completing this unit, educators will be able to:
● Distinguish the different types of false and misleading content, i.e., disinformation,
misinformation, and mal-information including conspiracy theories/myths in terms
of characteristics, motivations, etc.
● Illustrate case examples of common categories of false and misleading content
found on different media platforms.

Pedagogical Approaches and Activities

In summary: as discussed earlier in this Curriculum (Part 1), various pedagogical
approaches are possible. Please review the list in Part 1 and decide which approach
to apply to the suggested Activities below and others that you may formulate. A few
examples are listed below. See Part 1 for others and more detailed guidance about them.
● Case Studies/Case Examples of Common Forms of False and misleading content
● Issue-Inquiry Approach
● Research
● Production
● Content/Context Analysis

Module 4: Media and Information Literacy Competencies to Tackle Misinformation, 154

Disinformation and Hate Speech: In Defense of Truth-Seeking and Peace
 ● Common categories of misinformation and misinformation and disinformation
include:
• Misleading Content,
• Impostor Content,
• Fabricated Content,
• False Connection,
• False Context,
• Manipulated Content
• Conspiracy theories
• Myth.
Note that hateful content is not necessarily the same as false content. For example,
anti-vaccination falsehoods are seldom combined with hatred. However, while distinct,
it is also the case expressions of hate and hostility are often supercharged with false
and misleading content.
See the definitions of each term in the Glossary of Terms at the end of the MIL Curriculum.
Or read more about these in the resources from UNESCO and partners below. You can
search for similar resources online in your local language. Guide classroom discussions
to compare or contrast the different terms. Once there is a clear understanding, divide
the learners into groups and have them research and present examples of each category
of misinformation that they came across on their social media pages.
• Journalism, Fake news and Disinformation: A Handbook for Journalism Education
and Training, [Link]
• Innovative test teaches ABC’s of disinformation: [Link]
innovative-test-teaches-abcs-disinformation
• Balancing Act: Countering Digital Disinformation while respecting Freedom of
Expression, [Link]
• Media and Information Literacy in Journalism: A Handbook for Journalists and
Journalism Educators, [Link]
• Media and Information Literacy Micro-Learning Resources, [Link]
covid19/communicationinformationresponse/visualresources
• Guide to Conspiracy Theories, [Link]
uploads/2020/03/COMPACT_Guide-[Link]
• The Conspiracy Theory Handbook, [Link]
org/wp-content/uploads/2020/03/[Link]
• UNESCO and partners #ThinkBeforeSharing campaign to counter the spread of
conspiracy theories, [Link]

● Divide the class into pairs or small groups. Ask each group to search in general on
the Internet and offline; surveying content from different platforms (mass media,
online media, social media, books) and retrieve examples that fit into categories
of false and misleading content. Once all presentations are done, enrich the
discussion by answering these questions (more can be added): What platform did
most of the examples come from? What were the most common topics featured
overall and per false and misleading content category?

155 Module 4: Media and Information Literacy Competencies to Tackle Misinformation,

Disinformation and Hate Speech: In Defense of Truth-Seeking and Peace
● At the time of writing, among the most common topics for dis/misinformation are
climate change, vaccination, and COVID-19 pandemic (and other epidemics).
Conduct an online/offline research on common specific dis/misinformation in these
areas. After listing to them, do follow-up research on evidence-based information
debunking the false information. Among the sources of authentic and trustworthy
information, consider information from the World Health Organization, your local
health authority, UNESCO and the United Nations Environment Programme on
climate change. Identify the credible institutions you used to debunk the false
information. Why do you consider them credible information sources?
● Organize discussion among learners. Ascertain if they have encountered conspiracy
theories. If yes, which ones? Where did they encounter these, online or offline?
Were able to detect that the information they received were conspiracy theories?
If yes, how? Do they think that real conspiracies exist? Can they share some of
these? Guide learners to search some of the widely known conspiracy theories.
Now consider the set of learning resources developed by UNESCO, European
Commission and Twitter and linked to #ThinkBeforeSharing campaign about how to
identify, pre-bunk and debunk conspiracy theories, [Link]
gced/thinkbeforesharing. Organize various small groups discussion, activities, and
presentations/feedback around these resources.

• Conspiracy theories are often presented as investigative journalism. See also the
resources on how to identify quality and professional journalism developed by
UNESCO [Link]
visualresources Organize similar activities as above. See more UNESCO related
resources on the UNESCO MIL CLICKS social media pages, [Link]
org/milclicks.

● There is no definition for hate speech that is internationally accepted by all. Search
the Internet for various descriptions offered by reputable international, regional,
and national organizations. Put learners into groups and guide them to assess the
differences in the various definitions offered. They should reflect on what is the risk
of focusing on one definition over another. What is left out? What is kept in? Who
should decide? What are the implications?
● Search or pre-select sample posts presenting different types of hate speech such
as those in connection with identify underlying biases, prejudices and motives,
including gender-based discrimination, racism, antisemitism, hatred targeted at the
LGBTQI+ community etc. Repeat the two proposed activities above and describe
which type of false and misleading content was used. This time focus on types of
hate speech. If they wish to do so, guide learners to share former experiences of
hate or intolerance, or if they witnessed someone who lived this experience online
or offline. How did they respond? Why did they or did they not respond? Consider
the following UNESCO and partners resources:
• Countering Online Hate Speech [Link]
pf0000233231

Module 4: Media and Information Literacy Competencies to Tackle Misinformation, 156

Disinformation and Hate Speech: In Defense of Truth-Seeking and Peace
 • Rethinking learning: A review of social and emotional learning for education
systems, [Link]
• Addressing Anti-Semitism through Education: Guidelines for policymakers
[Link]

● In the UN Strategy and Action Plan on Hate Speech4, Commitment 7: Using

Education as a Tool for Addressing and Countering Hate Speech stipulates that
United Nations entities should take action in formal and informal education to
implement Sustainable Development Goal 4, promote the values and skills of
Global Citizenship Education, and enhance media and information literacy. The
document also suggests Support programmes, projects and activities on media
and information literacy, including digital or technological literacy, that encourage
people’s critical thinking and critical competencies and promote, among other
things. Access these documents via links in the footnotes below. Plan various
learning activities around the content of the resources. For instance, put learners
in groups and have them research the extent to which these types of actions are
being implemented in their communities or region.

Assessment & Recommendations

● Written examinations
● Essays, reflection and reaction papers to lectures, case studies, audiovisual
presentations/viewings
● Production of information-education-communication materials (e.g., posters,
brochures, infographics, social media cards, vlogs)
● Research paper
● Participation in group learning activities
● Investigative story/report.

Topics for Further Consideration

● Propaganda and Misinformation and Disinformation
● Computational Propaganda Techniques
● AI implications for misinformation and disinformation
● Deepfakes and other forms of synthetic media (including audio visual manipulation
technologies).

4. U
 nited Nations Strategy and Plan of Action on Hate Speech., [Link]
tion/documents/advising-and-mobilizing/Action_plan_on_hate_speech_EN.pdf Accessed on 4 January
2021. See also United Nations Guiding Note on Addressing and Countering COVID-19 related Hate
Speech [Link]
related%20Hate%[Link]. Accessed on 4 January 2021.

157 Module 4: Media and Information Literacy Competencies to Tackle Misinformation,

Disinformation and Hate Speech: In Defense of Truth-Seeking and Peace
UNIT 3: MEDIA AND
MISINFORMATION
DURATION: 2 HOURS

Key Topics
● Disinformation and Media Manipulation
● Social Media as Platform of Choice for Disinformation
● The Architecture of Disinformation and Trolling/Clickbait content

Learning Objectives
After completing this unit, educators will be able to:

● Explain the qualities or characteristics that make social media the platforms of
choice for disinformation in some context
● Describe how trolling/clickbait operate, including in relation to disinformation
● Evaluate existing mechanisms and the effectiveness of Internet intermediaries in
addressing disinformation and hate
● Prepare a simple work plan on how to address false and misleading content in
a learning space setting

Pedagogical Approaches and Activities

In summary: as discussed earlier in this Curriculum (Part 1), various pedagogical
approaches are possible. Please review the list in Part 1 and decide which approach
to apply to the suggested Activities below and others that you may formulate. A few
examples are listed below. See Part 1 for others and more detailed guidance about them.
• Case Studies/Case Examples of Common Forms of False and Misleading Content
• Issue-Inquiry Approach
• Research
• Content/Context Analysis
• Production.
● Divide the class into groups and ask each group to prepare a simple work plan
on how to address misinformation in learning space settings. The work plan may
include the following elements: audiences, objectives, messages, strategies and
activities. Ask the learners to translate their key messages into campaign materials
(poster, infographic, public service announcement, social media card, meme) using
platform(s) of their choice, e.g., printed, broadcast, and digital.

Module 4: Media and Information Literacy Competencies to Tackle Misinformation, 158

Disinformation and Hate Speech: In Defense of Truth-Seeking and Peace
 ● Discuss how is a “bot” and how to recognize it. See [Link]
latest/how-to-spot-a-bot-or-not-the-main-indicators-of-online-automation-co-
ordination-and-inauthentic-activity.
● In a small group setting (4 to 5 participants), ask each participant about her or his
experience with false content from using a social media platform. Educators can
guide learners with the following questions are: Have you shared false content
online in the past? What motivated you to like or share the false content? Were
you aware that it was a false content before you liked/shared it? What was your
initial reaction when you found out that it was a false content (assuming you were
not aware prior to liking/sharing the content)? What are your recommendations
to other young people on how to be more discerning in their use of social media
accounts? (Note: If participants have no experience with false content, they may
interview other young people with experience liking or sharing false content).
● Discuss how algorithms amplify and recommend content and groups that espouse
hate and/or disinformation. What are the obligations of companies in this regard?
Should users be notified if they have been exposed to such content?
● Some news media outlets present disinformation or misleading narratives? Where
does media pluralism end, and where do purveyors of disinformation begin?
Why do some news media become ‘captured’ to produce, legitimize and spread
falsehoods and/or hate?
● Interview or organize a visit from librarians, archivists or museum curators to talk
about how and whether they can identify books, documents, or historical artifacts
that propagate disinformation, misrepresentation or if there is conflicting evidence
or perspectives on the truthfulness of full authenticity of these and other related
resources. Consider for example cases where women of a particular race/origin
were left out or not covered sufficiently in historical accounts. How are matters like
these treated?

Assessment & Recommendations

● Written examinations
● Essays, reflection and reaction papers to lectures, case studies
● Production of information-education-communication materials (e.g., posters,
brochures, infographics, social media cards, vlogs)
● Research paper
● Participation in group learning activities
● Investigative story/report.

Topics for Further Consideration

● Conspiracy Theories
● Software enablers of misinformation, e.g., Artificial Intelligence, algorithms, and Bots.

159 Module 4: Media and Information Literacy Competencies to Tackle Misinformation,

Disinformation and Hate Speech: In Defense of Truth-Seeking and Peace
UNIT 4: IMPACTS OF FALSE AND
MISLEADING CONTENT ON
INDIVIDUALS AND SOCIETY
DURATION: 2 HOURS

Key Topics
● Impact of misinformation and disinformation on trust in journalism (Media)
● Disinfodemic and COVID-19 Pandemic – Impact on Individual and Public Health
and Safety (see [Link]
● Disinformation & Democracy (including Elections. See “Elections and Media
in Digital Times”, UNESCO World Trends Report: [Link]
ark:/48223/pf0000371486)
● Misinformation & the Economy.

Learning Objectives
After completing this unit, educators will be able to:
● Analyse the impact of misinformation and disinformation on public trust of news
media organizations
● Elaborate how the ‘disinfodemic’ has affected health-seeking behaviour and
practices especially of parents and young people
● Illustrate how disinformation techniques have affected citizens’ participation in
governance including elections
● Explain how various types of misinformation can affect the economy.

Pedagogical Approaches and Activities

In summary: as discussed earlier in this Curriculum (Part 1), various pedagogical
approaches are possible. Please review the list in Part 1 and decide which approach
to apply to the suggested Activities below and others that you may formulate. A few
examples are listed below. See Part 1 for others and more detailed guidance about them.
● Case Studies/Case Examples of Common Forms of False and Misleading Content
● Issue-Inquiry Approach
● Research
● Production
● Content/Context Analysis.

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Disinformation and Hate Speech: In Defense of Truth-Seeking and Peace
 ● Divide the class into pairs or small groups. Ask each pair or group to interview
public health officials/workers on the impact of the ‘disinfodemic’ on health-
seeking behaviour and health practices of individuals especially parents particularly
on COVID-19 pandemic prevention, immunization (vaccination), and other
priority health issues. Interview topics may include common misinformation and
disinformation on health concerns and strategies to address the ‘disinfodemic’.
● Read the executive summary of, Architects of Networked Disinformation (see
[Link]
[Link]). Write an essay/blog
or produce a vlog on persuasive communication techniques that the “architects
of networked disinformation” used in mobilizing populist sentiment in favour of
agendas of politicians. You may interview local experts to provide comparison to
local context in your essay/blog or vlog. (Note: full report is also available online at
[Link]
[Link]

Assessment & Recommendations

● Written examinations
● Essays, reflection and reaction papers to lectures, case studies, readings
● Production of information-education-communication materials (e.g., posters,
brochures, infographics, social media cards, vlogs)
● Research paper
● Participation in group learning activities
● Investigative story/report.

Topics for Further Consideration

● Misinformation and the sustainable development goals
● The right to privacy
● Theories of cognitive biases
● Truth in advertising & public relations.

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Disinformation and Hate Speech: In Defense of Truth-Seeking and Peace
UNIT 5: MEDIA AND INFORMATION
LITERACY AND MISINFORMATION
DURATION: 2 HOURS

Key Topics
● Fact checking & other tools
● MIL competencies in addressing information disorder
● Model MIL programs and projects addressing misinformation.

Learning Objectives
After completing this unit, educators will be able to:
● Illustrate how to conduct fact-checking and related techniques and tools to combat
misinformation and disinformation
● Translate MIL competencies into specific performance indicators as manifested in
terms of knowledge, attitudes and skills
● Prepare an action programme/project to address misinformation.

Pedagogical Approaches and Activities

In summary: as discussed earlier in this Curriculum (Part 1), various pedagogical
approaches are possible. Please review the list in Part 1 and decide which approach
to apply to the suggested Activities below and others that you may formulate. A few
examples are listed below. See Part 1 for others and more detailed guidance about them.
● Case Studies/Case Examples
● Issue-Inquiry Approach
● Research
● Content/Context Analysis
● Production.

Group exercise on fact-checking: analyse a speech or a statement from a government

official in the learning settings. Cite quotes from the speech or statement. Ask the
learners if each quote is a fact-checkable claim or just an opinion. Can this claim be
verified/fact-checked? Why or why not? If the claim could be verified/fact-checked,
how would you do it? Next, ask the learners to proceed with the actual process of fact-
checking the claim. Instruct them to document the step-by-step process, then discuss
and critique the way they conduct the research.

To enrich the discussion, analyse the implications of false claims such as: How did this
content affect citizens? Who is responsible for addressing the effects/consequences of
false claims? Is anything being done to address the effects/consequences of false claims?

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Disinformation and Hate Speech: In Defense of Truth-Seeking and Peace
 Assessment & Recommendations
● Written examinations
● Essays, reflection and reaction papers to lectures, case studies, readings, AV viewings
● Production of information-education-communication materials (e.g., posters,
brochures, infographics, social media cards, vlogs)
● Research paper
● Participation in group learning activities
● Investigative story/report.

Topics for Further Consideration

● Recommendations of the European Commission High-Level Group of Experts
(HLEG) on Fake News and Online Disinformation5.

Resources & References:

Article 19. (2015). Hate Speech Explained [Link]
speech-explained-a-toolkit/
Balancing Act: Countering Digital Disinformation While Respecting Freedom of
Expression. Broadband Commission for Sustainable Development, International
Telecommunications Union, and UNESCO (2020). [Link]
org/Documents/working-groups/FoE_Disinfo_Report.pdf
Bradshaw, Samantha and P. Howard. (2019). Global Disinformation Order 2019. Global
Inventory of Organized Social Media Manipulation. Working Paper 2019. 2, Oxford UK
Project on Computational Propaganda.
Cyberbully (film, 2011) [Link]
David, Marian. (2004). Theories of Truth in Handbook of Epistemology edited by
Ilkka Niiniluoto, Matti Sintonen and Jan Woleński. Springer Science+Business Media
Dodrecht.
European Commission Directorate -General for Communication Networks, Content
and Technology. (2018). A multi-dimensional approach to disinformation. Report of
the independent High-Level Group on fake news and online disinformation. Belgium:
European Union.
Ireton, C. & Posetti, J. (2018). Journalism, ‘fake news’ & disinformation: Handbook for
journalism education and training. Paris: UNESCO.
Jackson. Dean. 17 October 2017. Issue Brief: Distinguishing Disinformation from
Propaganda, Misinformation, and “Fake News.”
Kovach, Bill and Tom Rosenstiel. (2014). The Elements of Journalism. What Newspeople
Should Know and the Public Should Expect (Revised and Updated). New York: Three
Rivers Press.

5. E
 C Directorate -General for Communication Networks, Content and Technology. (2018). A multi-
dimensional approach to disinformation. Report of the independent High-Level Group on fake news and
online disinformation. Belgium: European Union.

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Disinformation and Hate Speech: In Defense of Truth-Seeking and Peace
Learning English. (2018, May 22). News literacy lesson 2: Verification, independence,
accountability. Retrieved from [Link]
lesson-2-verification-independence-accountability/[Link]
Levitin, D. J. (2017). Weaponized lies: How to think critically in the post-truth era. New
York, NY: Dutton.
Nery, J. (2019). “Democratic decay and disinformation in the digital age,” Friedrich
Nauman Foundation for Freedom, 1-36. Retrieved from [Link]
default/files/uploads/2019/04/26/[Link]
Ong, Jonathan Corpus and Jason A. Cabanes (2017). Architects of Networked
Disinformation, Newton Tech4Dev Network [Link]
content/uploads/2018/02/ARCHITECTS-OF-NETWORKED-DISINFORMATION-FULL-
[Link]
Ordway, D. (2020). “Rated false”: Here’s the most interesting new research on fake
news and fact checking. Retrieved from [Link]
false-heres-the-most-interesting-new-research-on-fake-news-and-fact-checking/?fb
clid=IwAR2K6OPYxCwpU0m5IRkXJnoYPjww7u8h_UiHCZMoYOAk3ljiLTZIyb3wns
Silverman, Craig. (2020) Verification Handbook for Disinformation and Media
Manipulation. European Journalism Centre. Retrieved from [Link]
[Link]/datajournalismcom/handbooks/[Link]
Silverman, Craig. (2014) Verification Handbook for Investigative Reporting. European
Journalism Centre. Retrieved from [Link]
[Link]
UNESCO Think Before Clicking, Think Before Sharing [Link]
communicationinformationresponse/visualresources
UNESCO #ThinkingBeforeSharing, [Link]
thinkbeforesharing
Zuboff, S. (2019). The Age of Surveillance Capitalism: The Fight for a Human Future at
the New Frontier of Power. New York: Public Affairs (see also YouTube videos).

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Disinformation and Hate Speech: In Defense of Truth-Seeking and Peace
“… the States Parties to this Constitution, believing
in full and equal opportunities for education for all,
in the unrestricted pursuit of objective truth, and
in the free exchange of ideas and knowledge, are
agreed and determined to develop and to increase
the means of communication between their peoples
and to employ these means for the purposes of
mutual understanding and a truer and more perfect
knowledge of each other’s lives…”

– Extract from UNESCO Constitution

“Media and information literacy is an essential

dimension of moral and civic education. It is also a
fundamental right of every citizen, in any country of
the world, and thus it enables everyone to protect
their privacy and find their place in a society whose
technological environment is changing faster and
faster.”

– Audrey Azoulay, Director-General of UNESCO,

at the International Consultative Meeting on
Media and Information Literacy Curricula,
on 13 September 2019, in Belgrade, Serbia

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