Sistema Educacional de Orientação Sobre Fake News
Resumo
Neste trabalho, será apresentada a construção de um sistema educacional, cujo objetivo é capacitar os usuários para o reconhecimento de informações inverídicas. O produto desenvolvido conta com um módulo que destaca informações que podem auxiliar o usuário a entender a veracidade de uma notícia por meio do seu link. Além disso, conta também com um módulo de treinamento que possibilita exercitar a habilidade de identificar notícias falsas. A concepção desses módulos está teoricamente ancorada na leitura lateral e na teoria da inoculação, respectivamente. Os resultados alcançados por meio da avaliação com 26 usuários apontam aceitação positiva do software, principalmente nos aspectos de eficiência e atratividade.
Referências
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Breakstone, J., Smith, M., Wineburg, S., Rapaport, A., Carle, J., Garland, M., and Saavedra, A. (2019). Students’ civic online reasoning: A national portrait. Educational Researcher.
Brodsky, J. E., Brooks, P. J., Scimeca, D., Todorova, R., Galati, P., Batson, M., Grosso, R., Matthews, M., Miller, V., and Caulfield, M. (2021). Improving college students’ fact-checking strategies through lateral reading instruction in a general education civics course. Cognitive Research: Principles and Implications, 6(1):1–18.
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Lee, A. and So, C. (2014). Media literacy and information literacy: Similarities and differences. Comunicar. Media Education Research Journal, 22(1).
Lewandowsky, S. and Van Der Linden, S. (2021). Countering misinformation and fake news through inoculation and prebunking. European Review of Social Psychology, pages 1–38.
McGrew, S., Breakstone, J., Ortega, T., Smith, M., and Wineburg, S. (2018). Can students evaluate online sources? learning from assessments of civic online reasoning. Theory & Research in Social Education, 46(2):165–193.
McGuire, W. J. (1964). Inducing resistance to persuasion: Some contemporary approaches. In Advances in experimental social psychology, volume 1, pages 191–229. Elsevier.
Metascraper (2022). Metascraper. Disponível em [link]. Acesso em 27 abr. 2022.
Michael DeLorenzo (2022). Keyword extractor. Disponível em [link]. Acesso em 27 abr. 2022.
Montagni, I., Ouazzani-Touhami, K., Mebarki, A., Texier, N., Schück, S., Tzourio, C., et al. (2021). Acceptance of a covid-19 vaccine is associated with ability to detect fake news and health literacy. Journal of Public Pealth.
Richardson, R. J. (1985). Pesquisa social: métodos e técnicas. Atlas São Paulo.
Rosenbaum, J. E., Beentjes, J. W., and Konig, R. P. (2008). Mapping media literacy key concepts and future directions. Annals of the International Communication Association, 32(1):313–353.
Saquete, E., Tomás, D., Moreda, P., Martínez-Barco, P., and Palomar, M. (2020). Fighting post-truth using natural language processing: A review and open challenges. Expert systems with applications, 141:112943.
Schrepp, M. (2015). User Experience Questionnaire Handbook.
Siqueira, A. B. d. and Cerigatto, M. P. (2012). Mídia-educação no ensino médio: por que e como fazer. Educar em Revista, (44):235–254.
Spinelli, E. M. and de Almeida Santos, J. (2018). Jornalismo na era da pós-verdade: factchecking como ferramenta de combate às fake news. Revista Observatório, 4(3):759–782.
Van der Linden, S., Leiserowitz, A., Rosenthal, S., and Maibach, E. (2017). Inoculating the public against misinformation about climate change. Global Challenges, 1(2):1600008.
Walsh-Moorman, E. A., Pytash, K. E., and Ausperk, M. (2020). Naming the moves: Using lateral reading to support students’ evaluation of digital sources. Middle School Journal, 51(5):29–34.
Wardle, C. and Derakhshan, H. (2018). Thinking about ‘information disorder’: formats of misinformation, disinformation, and mal-information. In Ireton, C. and Posetti, J., editors, Journalism,‘fake news’ & disinformation, pages 43–54. Unesco, Paris.
Wineburg, S. and McGrew, S. (2017). Lateral reading: Reading less and learning more when evaluating digital information.
Zhang, X. and Ghorbani, A. A. (2020). An overview of online fake news: Characterization, detection, and discussion. Information Processing & Management, 57(2).
Breakstone, J., Smith, M., Wineburg, S., Rapaport, A., Carle, J., Garland, M., and Saavedra, A. (2019). Students’ civic online reasoning: A national portrait. Educational Researcher.
Brodsky, J. E., Brooks, P. J., Scimeca, D., Todorova, R., Galati, P., Batson, M., Grosso, R., Matthews, M., Miller, V., and Caulfield, M. (2021). Improving college students’ fact-checking strategies through lateral reading instruction in a general education civics course. Cognitive Research: Principles and Implications, 6(1):1–18.
Eagly, A. H. and Chaiken, S. (1993). The psychology of attitudes. Harcourt Brace Jovanovich, Orlando, FL.
Fleming, J. (2015). What do facts have to do with it? exploring instructional emphasis in the stony brook news literacy curriculum. Journal of Media Literacy Education, 7(3):73–92.
Googio (2022). Google web search api docs. Disponível em [link]. Acesso em 27 abr. 2022.
Google (2022a). Ajuda do google news. Disponível em [link]. Acesso em 27 abr. 2022.
Google (2022b). Central da pesquisa google. Disponível em [link]. Acesso em 27 abr. 2022.
Google (2022c). Fact check explorer. Disponível em [link]. Acesso em 27 abr. 2022.
Head, A. and Eisenberg, M. (2010). How today’s college students use wikipedia for course-related research. First Monday, 15(3).
Informer Technologies, I. (2021). Website informer. Technical report, Informer Technologies, Inc.
Kitchenham, B. (2004). Procedures for performing systematic reviews. Keele, UK, Keele University, 33(2004):1–26.
Laugwitz, B., Held, T., and Schrepp, M. (2008). Construction and evaluation of a user experience questionnaire. In Symposium of the Austrian HCI and usability engineering group, pages 63–76. Springer.
Lee, A. and So, C. (2014). Media literacy and information literacy: Similarities and differences. Comunicar. Media Education Research Journal, 22(1).
Lewandowsky, S. and Van Der Linden, S. (2021). Countering misinformation and fake news through inoculation and prebunking. European Review of Social Psychology, pages 1–38.
McGrew, S., Breakstone, J., Ortega, T., Smith, M., and Wineburg, S. (2018). Can students evaluate online sources? learning from assessments of civic online reasoning. Theory & Research in Social Education, 46(2):165–193.
McGuire, W. J. (1964). Inducing resistance to persuasion: Some contemporary approaches. In Advances in experimental social psychology, volume 1, pages 191–229. Elsevier.
Metascraper (2022). Metascraper. Disponível em [link]. Acesso em 27 abr. 2022.
Michael DeLorenzo (2022). Keyword extractor. Disponível em [link]. Acesso em 27 abr. 2022.
Montagni, I., Ouazzani-Touhami, K., Mebarki, A., Texier, N., Schück, S., Tzourio, C., et al. (2021). Acceptance of a covid-19 vaccine is associated with ability to detect fake news and health literacy. Journal of Public Pealth.
Richardson, R. J. (1985). Pesquisa social: métodos e técnicas. Atlas São Paulo.
Rosenbaum, J. E., Beentjes, J. W., and Konig, R. P. (2008). Mapping media literacy key concepts and future directions. Annals of the International Communication Association, 32(1):313–353.
Saquete, E., Tomás, D., Moreda, P., Martínez-Barco, P., and Palomar, M. (2020). Fighting post-truth using natural language processing: A review and open challenges. Expert systems with applications, 141:112943.
Schrepp, M. (2015). User Experience Questionnaire Handbook.
Siqueira, A. B. d. and Cerigatto, M. P. (2012). Mídia-educação no ensino médio: por que e como fazer. Educar em Revista, (44):235–254.
Spinelli, E. M. and de Almeida Santos, J. (2018). Jornalismo na era da pós-verdade: factchecking como ferramenta de combate às fake news. Revista Observatório, 4(3):759–782.
Van der Linden, S., Leiserowitz, A., Rosenthal, S., and Maibach, E. (2017). Inoculating the public against misinformation about climate change. Global Challenges, 1(2):1600008.
Walsh-Moorman, E. A., Pytash, K. E., and Ausperk, M. (2020). Naming the moves: Using lateral reading to support students’ evaluation of digital sources. Middle School Journal, 51(5):29–34.
Wardle, C. and Derakhshan, H. (2018). Thinking about ‘information disorder’: formats of misinformation, disinformation, and mal-information. In Ireton, C. and Posetti, J., editors, Journalism,‘fake news’ & disinformation, pages 43–54. Unesco, Paris.
Wineburg, S. and McGrew, S. (2017). Lateral reading: Reading less and learning more when evaluating digital information.
Zhang, X. and Ghorbani, A. A. (2020). An overview of online fake news: Characterization, detection, and discussion. Information Processing & Management, 57(2).
Publicado
06/08/2023
Como Citar
SANTOS, Valmir Vinicius de Almeida; PEREIRA, Claudia Pinto.
Sistema Educacional de Orientação Sobre Fake News. In: WORKSHOP SOBRE AS IMPLICAÇÕES DA COMPUTAÇÃO NA SOCIEDADE (WICS), 4. , 2023, João Pessoa/PB.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 50-61.
ISSN 2763-8707.
DOI: https://doi.org/10.5753/wics.2023.230603.
