Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
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Chapter 4: What Is Disinformation and How Do We Deal With It? Year of publication: 2024 Corporate author: Chile. Ministry of the General Secretariat of Government Why have fake news become so popular? How can we avoid them when doing homework, assignments and getting informed about what is happening in the country and the world? In this capsule, aimed at parents, guardians and tutors, we will learn what disinformation is, more popularly known as the phenomenon of fake news, along with advice on how to confront it and not continue its spread. This capsule was produced by the Ministry of the General Secretariat of Government in collaboration with Mineduc, within the framework of the Citizenship and Digital Literacy Plan. 
Digital Resource Guide: Media Education Against Hate Speech Year of publication: 2022 Corporate author: Esplai Foundation We could define hate speech as the set of communicative actions aimed at defending, promoting or instigating hatred, humiliation or contempt of a person or group of people. Although hate speech is not something exclusive to the Internet, but is part of the reality beyond the networks, it is true that the potential of the networks facilitates the movement of communication flows, because it facilitates both the production and the creation of messages. Hate speech has also benefited from this and, in addition, has found in the networks other characteristics such as anonymity, brevity, free messaging services or legitimacy granted by the number of followers. With this guide we want to provide digital tools for the creation of this counter-discourse that allows for the creation of messages that offer a positive alternative to extremist propaganda. 
The COVID-19 Pandemic of Disinformation and Hate Speech: How can Education and Digital Citizenship Help? ; Synthesis Report Year of publication: 2020 Corporate author: UNESCO COVID-19 is not only one of the most significant health crises of our times, but is also an information crisis taking place in a dynamic and constantly evolving scientific environment with uncertainty on many fundamental issues. The information crisis is the result of the plethora of available information and the difficulty in differentiating true from false -or even fake- information, and identifying what content is in a grey and evolving scientific zone.In this context, education can play an important role in minimizing these risks and promoting values of solidarity and human rights by ensuring that young people, as well as their educators and parents, acquire core competencies of digital citizenship that build resilience to disinformation and misinformation and the exploitation of these by hate-mongers. Education can also help young people engage in the online environment in a safe, sensitive, critical, ethical and accountable way as well as encourage them to play a role in pioneering educational initiatives that contribute to promoting digital citizenship. 
Journalism, Fake News & Disinformation: Handbook for Journalism Education and Training Year of publication: 2018 Author: Julie Posetti | Cherilyn Ireton | Claire Wardle | Hossein Derakhshan | Alice Matthews | Magda Abu-Fadil | Tom Trewinnard | Fergus Bell | Alexios Mantzarlis Corporate author: UNESCO This handbook seeks to provide an internationally-relevant model curriculum, open to adoption or adaptation, which responds to the emerging global problem of disinformation that confronts societies in general, and journalism in particular. Serving as a model curriculum, the publication is designed to give journalism educators and trainers a framework and lessons to help students and practitioners of journalism to navigate the issues associated with ‘fake news’.The contents draw together the input of leading international journalism educators, researchers and thinkers who are helping to update journalism method and practice to deal with the challenges of misinformation and disinformation. The lessons are contextual, theoretical and in the case of online verification, extremely practical. Used together as a course, or independently, they can help refresh existing teaching modules or create new offerings.It is part of the “Global Initiative for Excellence in Journalism Education”, which is a focus of UNESCO’s International Programme for the Development of Communication (IPDC). The Initiative seeks to engage with teaching, practising and researching of journalism from a global perspective, including sharing international good practices. 
Media Literacy at Your Library: Learning and Prototyping Report Year of publication: 2018 Corporate author: American Library Association (ALA) Media Literacy at Your Library was a project of the American Library Association (ALA) in collaboration with the Center for News Literacy at Stony Brook University (CNL), supported by the John S. and James L. Knight Foundation, the Democracy Fund, and the Rita Allen Foundation as part of the Knight Prototype Fund.Through this project, ALA sought to address a critical need in the field for adult media literacy education, with a focus on news literacy. The goal of the prototype project was to develop media literacy training and complementary resources designed to prepare public library professionals to educate their adult patrons to be informed media consumers.Following a one-day training led by CNL, teams from five public libraries took on the challenges of creating innovative media literacy programs serving their distinct communities. With the goal of making the CNL news literacy curriculum more broadly accessible to the library field, the teams also offered feedback on a series of online trainings based on the in-person training they attended. These five library teams guided and informed ALA and CNL’s understanding and development of prototype resources over the course of the project. 
Balancing Act: Countering Digital Disinformation While Respecting Freedom of Expression Year of publication: 2020 Author: Kalina Bontcheva | Julie Posetti Corporate author: UNESCO | Broadband Commission for Sustainable Development. Working Group on AI Capacity Building | International Telecommunication Union (ITU) This report provides stakeholders with a rich suite of sector-specific recommendations, as well as a helpful 23-point framework that can be used for assessing any particular response to disinformation in the context of freedom of expression challenges. This research will help the widest range of key actors to better understand this phenomenon, and especially the way the world is responding to it, and where the gaps are.At the heart of this knowledge product is the need to balance responses to disinformation with respect for freedom of expression. The research shows us that this can be done. 
Citizenship and Lifelong Learning Monitor 2018 Year of publication: 2019 Author: Sara Gharsalli Corporate author: SOLIDAR Foundation This Monitor is a contribution to further examine the relationship between citizenship and lifelong learning experiences and policy outcomes in and outside of the classroom in various European countries. Mapping the different approaches that SOLIDAR Foundation members have taken in promoting EU values in relation to citizenship education and lifelong learning for greater democratic participation of citizens, the outcomes will be disseminated towards European and national policy-makers and offers an array of best practices to collect, use and transfer among networks. The SOLIDAR Education and Lifelong Learning Forum will further work on the topic and develop a long term sustainable advocacy strategy for CSOs towards national and EU-wide authorities to influence the debate and revision of national curricula and education systems. 
Digital Citizenship Education Handbook Year of publication: 2019 Author: Janice Richardson | Elizabeth Milovidov Corporate author: Council of Europe Digital citizenship and engagement involves a wide range of activities, from creating, consuming, sharing, playing and socialising, to investigating, communicating, learning and working. Competent digital citizens are able to respond to new and everyday challenges related to learning, work, employability, leisure, inclusion and participation in society, respecting human rights and intercultural differences.This Digital citizenship education handbook is designed to help educators and other interested adults understand and deal with them. It builds on the Council of Europe’s Reference Framework of Competences for Democratic Culture and the achievements of our longstanding Education for Democratic Citizenship programme, and complements the Internet literacy handbook as part of a coherent approach to educating citizens for the society of the future. 
Regulatory Authorities for Electronic Media and Media Literacy: Comparative Analysis of the Best European Practices Year of publication: 2018 Author: Robert Tomljenović Corporate author: Council of Europe This study analyses the best European practices of promoting media literacy, one of the key skills for living in the 21st century, highlighting the vital role of the regulatory authority for electronic media. The study indicates challenges and issues that come with living in a digitalized, hyper-technological mediated world, in which we are faced with countless information, issues of disinformation and fake news, algorithmic separation in ideological echo chambers, hate speech, clickbait journalism, and decreased trust in both mainstream media and the level of journalistic professionalism. 
How to Stop Misinformation in Times of Coronavirus? Year of publication: 2020 Corporate author: United Nations Development Programme (UNDP) | UNESCO Learn how to identify unverified content you receive on your cell phone and avoid spreading information on social media that has not been checked by credible sources. Caring for reliable information is everyone's responsibility, and helps us make better decisions.Learn more about this campaign by UNESCO and UNDP at:https://en.unesco.org/news/disinformation-silent-weapon-times-pandemic