Class Information Disorders

This curricular unit aims to enable students with theoretical and theoretical-practical literacy and critical analysis tools that allow them to interpret the information content in circulation in the media from multiple approaches and reading angles.

Not applicable

1.Introduction: beyond «fake news» 2. Information disorders: competing definitions, paradigms, epistemologies 2.1 radicalization 2.2 disinformation (propaganda, plot theory,...) 2.3 hate speech and other harmful content 3. Actors and types of action 3.1 Fun and business 3.2 Politics and propaganda 3.3 News and journalism 4. Existing Mechanisms and social costs 4.1 Virality 4.2 Automation 4.3 Risk of harm to information 4.4 Risk of harm to democracy 5. Research on motivation, effects and impacts 5.1 Types of motivation 52. Cognitive biases 5.3 Filter bubbles and Echo Chambers 5.4 Doubt and loss of trust 6. Research on responses 6.1 Responses by industry actors 6.2 Responses by governments 6.3 Responses by civil society 6.4 MIL: the long-term response?

Flipped classes.

Frau-Meigs, D. (2018). Faut-il avoir peur des “fakenews”? Paris: Documentation Française. Independent High Level Expert Group on Fakenews and Online Disinformation (2018). A multi-dimensional approach to disinformation (report). Bruxelles : European Commission. Jang S. & Joon K. (2018). Third person effects of fake news: Fake news regulation and media literacy interventions. Computers and Human behavior, vol 80, p. 295-302. Ward, S. (2018). Disrupting Journalism Ethics - Radical Change On The Frontier Of Digital Media. Londres: Routledge Wardle, C Derakhshan, H (2017). Information disorder : Toward an interdisciplinary framework for research and policy making (report). Strasbourg : Council of Europe Publishing Zubiaga, Arkaitz., Liakata, M., Procter R., Sak G.W., Tolmie P. (2016) “Analysing How People Orient to and Spread Rumours in Social Media by Looking at Conversational Threads” arXiv:1511.07487v3 [cs.SI] 25 Feb 2016