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Abstract(s)
O fenómeno da desinformação não é algo recente, contudo recentemente foi reconfigurado e automatizado. A geração atual de desinformação é uma geração 100% tecnológica e hiperconectada, porém, apesar dos jovens terem acesso a diversas tecnologias digitais, é necessário promover e desenvolver nos indivíduos competências ao nível da literacia digital, tornando-os aptos, confiantes e seguros para lidar com a desinformação e as fake news. Face à realidade da sociedade digital, acredita-se que seja importante aprofundar o estudo sobre a cidadania digital e fake news, uma vez que vivemos numa sociedade entrelaçada pelas tecnologias digitais e pelo excesso de informação. A geração atual cresceu num ambiente em que os media digitais são parte integrante do quotidiano, estes meios de comunicação digitais são para os jovens algo natural, com os quais aprendem, comunicam e trabalham. Daí, abre-se uma janela de navegação que é considerada como algo cada vez mais inerente às novas gerações, o que implica um contato ilimitado a informação e conteúdos de diferentes categorias, e este acesso leva-nos a acreditar que a geração atual é a mais informada no mundo digital, e por outro lado este mundo digital traz consigo um conjunto de preocupações que podem afetar o bem-estar dos jovens no que concerne a veracidade da informação e dos conteúdos digitais no ambiente online. Pode observar-se que qualquer informação sendo fidedigna ou não, é veiculada na internet e, na maioria das vezes, os indivíduos não percebem que podem causar um grande impacto com consequências graves na reputação de uma pessoa. Assim, para proceder a este estudo temos a seguinte questão de investigação “Qual é a responsabilidade digital dos estudantes que frequentam o ensino superior em Portugal ao lidar com as fake news?” Para dar resposta a esta questão investigativa optou-se por um estudo de natureza descritiva, tendo como instrumento de recolha de dados o inquérito por questionário. Segundo os resultados deste estudo, os estudantes mostram-se informados sobre o fenómeno das fake news e também se preocupam com os efeitos que podem causar na sociedade e no processo de ensino aprendizagem. Porém, acreditam que deveriam ser desenvolvidas práticas educacionais por parte das instituições de ensino que auxiliem no combate e prevenção das fake news.
The phenomenon of disinformation is not new, but it has recently been reconfigured and automated. The current generation of disinformation is a generation that is 100 per cent technological and hyper-connected, but despite young people having access to various digital technologies, it is necessary to promote and develop digital literacy skills in individuals, making them able, confident and safe to deal with disinformation and fake news. Given the reality of digital society, we believe it is important to study digital citizenship and fake news in greater depth, given that we live in a society intertwined with digital technologies and information overload. The current generation has grown up in an environment in which digital media are an integral part of everyday life, and these digital media are something natural for young people, with which they learn, communicate and work. This opens up a browsing window that is considered to be increasingly inherent to the new generations, which implies unlimited contact with information and content from different categories, and this access leads us to believe that the current generation is the most informed in the digital world, and on the other hand this digital world brings with it a set of concerns that can affect the well-being of young people with regard to the veracity of information and digital content in the online environment. Any information, whether reliable or not, is disseminated on the internet and, most of the time, individuals don't realise that it can have a major impact with serious consequences for a person's reputation. To carry out this study, we have the following research question: ‘What is the digital responsibility of students attending higher education in Portugal when dealing with fake news?’ To answer this research question, we opted for a descriptive study, using a questionnaire survey as the data collection instrument. According to the results of this study, students are informed about the fake news phenomenon and are also concerned about the effects it can have on society and the teaching-learning process. However, they believe that educational practices should be developed by educational institutions to help combat and prevent fake news.
The phenomenon of disinformation is not new, but it has recently been reconfigured and automated. The current generation of disinformation is a generation that is 100 per cent technological and hyper-connected, but despite young people having access to various digital technologies, it is necessary to promote and develop digital literacy skills in individuals, making them able, confident and safe to deal with disinformation and fake news. Given the reality of digital society, we believe it is important to study digital citizenship and fake news in greater depth, given that we live in a society intertwined with digital technologies and information overload. The current generation has grown up in an environment in which digital media are an integral part of everyday life, and these digital media are something natural for young people, with which they learn, communicate and work. This opens up a browsing window that is considered to be increasingly inherent to the new generations, which implies unlimited contact with information and content from different categories, and this access leads us to believe that the current generation is the most informed in the digital world, and on the other hand this digital world brings with it a set of concerns that can affect the well-being of young people with regard to the veracity of information and digital content in the online environment. Any information, whether reliable or not, is disseminated on the internet and, most of the time, individuals don't realise that it can have a major impact with serious consequences for a person's reputation. To carry out this study, we have the following research question: ‘What is the digital responsibility of students attending higher education in Portugal when dealing with fake news?’ To answer this research question, we opted for a descriptive study, using a questionnaire survey as the data collection instrument. According to the results of this study, students are informed about the fake news phenomenon and are also concerned about the effects it can have on society and the teaching-learning process. However, they believe that educational practices should be developed by educational institutions to help combat and prevent fake news.
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Keywords
Cidadania digital Desinformação Fake news Sociedade digital