Journal of Socialomics

Abstract

Many types of research have shown that exposure to fake news and misinformation can lead to negative outcomes for youth. In today's digital age, the impact of fake news and misinformation on youth is a significant concern. With the rise of online news sources and social media platforms, it has become easier for false information to spread easily and quickly, which can harm young people's behaviors, attitudes, beliefs, civic engagement, and decision making processes. It is a multifaceted issue that requires careful attention and action from educators, parents, policymakers, and other stakeholders. By promoting critical thinking, media literacy, and responsible digital citizenship, we can help young people navigate the complex world of information and make informed decisions that support their wellbeing and the health of our societies. This review paper highlights the impact of fake news and misinformation on youth in the digital era.

Keywords

Fake news; Misinformation; Digital world; Social media; Digital youth; Disinformation

Introduction

Fake news and misinformation refer to intentionally false or misleading information presented as legitimate news or facts. This problem has become more prevalent in recent years, especially with the rise of social media platforms and online news sources. Fake news and misinformation can have serious consequences, including harm to individuals and society [1,2].

One of the most concerning aspects of fake news and misinformation is their ability to spread quickly and widely on social media platforms. False information can be shared millions of times within minutes, making it difficult for legitimate sources to counteract the spread of misinformation. This can lead to a situation in which people believe in falsehoods, even when presented with evidence to the contrary [3].

Fake news and misinformation can also be used for political or ideological purposes. Some politicians and organizations intentionally spread false information to further their own agendas, such as during election campaigns. This can lead to a situation in which the public is misinformed about important issues and in which democracy and the functioning of society are undermined.

The negative consequences of fake news and misinformation are numerous. Firstly, they can erode public trust in legitimate news sources and institutions. When people are repeatedly exposed to false or misleading information, they may become skeptical of all news sources, including reliable and accurate. This can lead to confusion and cynicism, making it difficult for people to make informed decisions about important issues [4].

Fake news and misinformation can also significantly impact public health and safety. Misinformation about health and medical issues, for example, can lead people to make decisions that put their health at risk. False information about public safety can also lead to panic and confusion, potentially exacerbating a dangerous situation.

Another consequence of fake news and misinformation is the potential for harm to individual reputations and privacy. False information can be used to smear someone's reputation or to bully them online, potentially causing psychological damage. In addition, false information can be used to manipulate people's opinions and beliefs, leading to a situation in which people are not making decisions based on accurate information [5].

Fake news and misinformation also have serious implications for democracy and civic engagement. When people are exposed to false or misleading information about political candidates or policies, they may become disillusioned or disengaged from the political process. This can lead to a lack of participation in elections and other civic activities, which can seriously affect the functioning of democratic societies. The problem of fake news and misinformation requires a multi-faceted approach [6].

Historical perspective

Fake news and misinformation have been present throughout history, although the term "fake news" has only become popular in recent years. In ancient times, propaganda was often used to sway public opinion, with rulers and governments disseminating misleading or false information to maintain power. In medieval times, rumors and falsehoods were spread through word of mouth and pamphlets [7].

In the 20^th century, the rise of mass media and new technologies such as radio and television allowed for disseminating of misinformation on a larger scale. For example, during World War II, the axis, and allied powers used propaganda to manipulate public opinion. In the digital age, the internet and social media platforms have made it easier than ever for misinformation to spread rapidly and widely. False information can be created and disseminated quickly, often by anonymous sources, and can be difficult to correct once it has gained traction [8,9].

The term "fake news" gained particular prominence during the 2016 United States presidential election, when false stories were widely shared on social media. Since then, the issue of misinformation has become a growing concern, with governments, media outlets, and technology companies working to address the problem [10].

Literature Review

Research on fake news and misinformation is a rapidly growing field, as scholars from various disciplines seek to understand the causes and effects of this phenomenon.

One common theme in the literature is the importance of understanding social media platform's role in spreading misinformation. Studies have shown that social media algorithms designed to maximize engagement can inadvertently promote false or misleading content. Additionally, the ease with which information can be shared and amplified on social media makes it more difficult to control the spread of fake news [11,12].

Other research has focused on the psychological factors contributing to spreading misinformation. For example, studies have shown that people are more likely to believe information that aligns with their pre-existing beliefs and that emotionally charged stories are more likely to be shared than more factually accurate ones.

The impact of fake news on politics and public opinion has also been a subject of investigation. Studies have shown that exposure to misinformation can lead to a decrease in trust in institutions and a polarizing effect on public discourse. Additionally, false information about health and science can have serious consequences, such as spreading vaccine hesitancy and promoting unproven medical treatments [13].

Research has also examined potential solutions to the problem of fake news and misinformation. These include strategies such as fact checking, media literacy education, and changes to social media algorithms to reduce the spread of false information. Fake news and misinformation highlight this phenomenon's complex and multifaceted nature and underscore the need for interdisciplinary approaches to addressing it [14].

There have been numerous research studies related to fake news, with a particular focus on the impact of fake news on society, the spread of fake news, and the factors that influence the consumption and sharing of fake news. Here are some of the key findings from recent research.

Social media plays a crucial role in the spread of fake news. Studies have found that fake news spreads more quickly and widely on social media than on real news and that users who consume more news on social media are more likely to be exposed to fake news [15].

People are more likely to believe the fake news that confirms their pre-existing beliefs or biases [16]. This is known as confirmation bias, and it can make it difficult to convince people to change their minds even when presented with evidence that contradicts the fake news [17].

Fake news can have a negative impact on people's attitudes and behaviors. For example, studies have found that exposure to fake news about vaccines can decrease people's willingness to get vaccinated and that exposure to fake news about political candidates can affect people's voting behavior.

Fact checking can be an effective tool for combating fake news. Studies have found that fact checking can help people distinguish between real and fake news and reduce the influence of fake news on people's beliefs and attitudes. Fake news is often created and spread for political purposes. Studies have found that political campaigns and organizations are often behind the creation and dissemination of fake news [18].

Guess, et al. devised an intervention based on the largest campaign for media literacy in the world. This campaign provided people in 14 countries with advice on methods to identify false news. They applied this to elections held in the U.S. and India. The results indicated that those who received this intervention were far less able to determine the veracity of false news headlines and headlines presented in mainstream news. This effect was more marked for the former.

Jones-Jang, et al. attempted to determine whether higher levels of media, news, information, and digital literacy meant people were more able to identify false news and, if so, which type of literacy had the strongest effect. The findings indicated that false news was much more likely to be identified by those with high levels of information literacy; however, this effect was less evident for other forms of literacy. The authors concluded that online media has helped to diversify how knowledge is disseminated, which raises an urgent need for methods that can help increase levels of information literacy and enable people to evaluate the authenticity of online information.

McDougal, et al. study funded by the United States Embassy in London, a study by further endorsed the need for young people to receive education on media literacy to enhance their ability to engage critically with online news. This project elicited input from US and UK researchers, leaders, and a multitude of important stakeholders such as information experts, journalists, librarians, students, and teachers. Collectively, they concluded that critical media literacy should be dynamically taught and made compulsory in schools. This would build within young people a degree of “information disorder” resilience, as opposed to simply reactive resources (i.e., verification tools). They also recommended engaging young people in small scale projects aimed at developing relevant competencies.

IREX 2018 and the Ukrainian ministry of education and science. In conjunction with teachers in 50 schools, this pilot study strove to determine the effect of including lessons on media literacy in courses for 8^th and 9^th grade students on culture, art, history, and Ukrainian language and literature. The researchers found that after just one semester, these young people were able to identify and analyze information presented to them on both traditional media and social networking platforms. Most notably, they were able to discern facts from opinions and misleading information.

Abbasi, et al. on young people’s perceptions of fake news on social media in Pakistan indicated that they were poor at identifying this, primarily because they did not seek to establish where the information had come from. This suggests they cannot deal with fake news. Moreover, young people stated that their main source of information was the Internet and social media. The results also suggested that media literacy education in Pakistan has not adequately addressed the consumption of news on social media.

Stewart, et al., formed two focus groups to derive insights into how 18-24 years old college students made assessments regarding which news they should trust on social media. The findings indicated that these students dismissed news stories on instagram and snapchat to a greater extent than stories on twitter and facebook. Irrespective of the platform, the students stated that verifying news presented on social media was important by referring to alternative sources they deemed more trustworthy. This has become a vital component of the process of verifying information and identifying false news. The extent to which young people perceived the news as trustworthy was also dependent on the social media platform on which it was found and how convenient it was to source the news.

Vosoughi, et al. examined the varying distribution of 126,000 false and true news stories that were tweeted more than 4.5 million times by more than 3 million people from 2006 to 2017. Stories were classified as true or false if six independent fact checking organizations reached a 95%-98% agreement on their status. The results indicated that false stories were distributed further, more quickly, and more widely than true stories, irrespective of the type of information. Furthermore, the outcomes were more prominent for false news about political issues than false stories concerning urban tales, science based issues, natural disasters, terrorism, or financial data.

Goodfellow, et al. reported the findings of a survey conducted for two days by channel 4 with a sample of 1,684 adults. The key finding was that just 4% of the sample could tell whether a news story was true or false. Almost 50% believed that one or more false stories were true. Notably, 66% felt that facebook or twitter should do more to address the issue of fake news, with 50% calling for an increase in the number of fact checking sites. It was reported that the UK government had had covert meetings with newspapers to address the issue, but public comments on progress still need to be made.

Fake news challenges

Fake news and misinformation pose a significant challenge in today's information landscape. They can have serious consequences, such as spreading harmful and false information, causing panic and confusion, and even influencing political outcomes.

It is essential to promote media literacy and critical thinking skills to address this challenge. People should be taught how to evaluate the credibility of sources, check for biases, and fact check information before sharing it.

Promoting digital media literacy

Media literacy is essential in combating fake news and misinformation. It is the ability to critically access, evaluate, and understand media content. People who are media literate have the skills to identify and analyze different types of media and can make informed judgments about the information they encounter.

In the age of social media, fake news and misinformation can spread quickly, making it challenging to distinguish between reliable and unreliable sources. However, media literacy empowers individuals to recognize the signs of fake news, such as sensational headlines, unverified claims, and clickbait.

Media literacy also enables individuals to fact check information, assess the credibility of sources, and identify potential biases. By questioning the information they encounter, individuals can evaluate its accuracy and determine whether it is trust worthy.

Moreover, media literacy promotes critical thinking skills, essential in today's information landscape. People who are media literate are less likely to be influenced by misinformation, propaganda, or other forms of manipulative media.

Overall, media literacy is a crucial tool in combating fake news and misinformation. It equips individuals with the skills they need to navigate the complex and ever changing media landscape and empowers them to make informed decisions about the information they encounter.

Critical thinking skills and fake news

Critical thinking skills are crucial in combating fake news and misinformation. They are the ability to evaluate information objectively, analyze arguments, and make logical and evidence based judgments.

When confronted with fake news, critical thinking skills enable individuals to question the source of information, examine the evidence provided, and assess its reliability. They can identify the logical fallacies or biases in the arguments presented and determine whether the information is accurate or misleading.

Moreover, critical thinking skills promote skepticism, which is essential in today's information landscape. People who are skeptical are less likely to accept information at face value and more likely to seek out additional sources of information to confirm or refute claims.

Additionally, critical thinking skills empower individuals to distinguish between facts and opinions. Fake news often presents opinions as facts, making it challenging to discern the truth. However, by analyzing the evidence provided and evaluating the credibility of the sources, individuals can determine whether the information is factual or not.

Overall, critical thinking skills are essential in combating fake news and misinformation. They enable individuals to evaluate information objectively, analyze arguments, and make informed judgments. By promoting skepticism and distinguishing between facts and opinions, critical thinking skills equip individuals with the tools they need to navigate the complex and ever changing media landscape.

Discussion

Solutions and ways forward

Addressing the challenge of fake news and misinformation requires a multifaceted approach. Here are some solutions

• Promote media literacy and critical thinking skills: Educating people on evaluating the credibility of sources, fact checking information, and identifying biases is crucial in combating fake news and misinformation.
• Develop fact checking tools: Technology companies can develop algorithms that can detect and flag misleading content, provide users with fact checking tools, and limit the spread of false information by reducing the visibility of unverified or unreliable sources.
• Increase transparency and accountability: Media organizations and journalists should be held accountable for the accuracy and integrity of their reporting. They should adhere to ethical standards and strive to provide unbiased and truthful information.
• Encourage responsible social media use: Social media platforms can promote responsible use by providing users with tools to report fake news, limiting the reach of false information, and promoting fact checking.
• Foster collaboration: Collaboration between technology companies, media organizations, and governments can help identify and address the sources of fake news and misinformation.
• Promote a culture of critical thinking: Critical thinking should be encouraged in schools, universities, and workplaces to equip individuals with the skills they need to evaluate information objectively and make informed judgments.

Overall, addressing the challenge of fake news and misinformation requires a collective effort from individuals, technology companies, and the media industry. By promoting media literacy, developing fact checking tools, encouraging responsible social media use, and fostering a culture of critical thinking, we can combat fake news and misinformation and promote a more informed and engaged society.

Conclusion

Furthermore, technology companies can also play a crucial role in tackling fake news and misinformation. They can develop algorithms that can detect and flag misleading content, provide users with fact checking tools, and limit the spread of false information by reducing the visibility of unverified or unreliable sources. Media organizations and journalists should be held accountable for the accuracy and integrity of their reporting. They should adhere to ethical standards and strive to provide unbiased and truthful information. Overall, addressing the challenge of fake news and misinformation requires a collective effort from individuals, technology companies, and the media industry.

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Citation: Dhiman B (2023) The Rise and Impact of Misinformation and Fake News on Digital Youth: A Critical Review. J Socialomics. 12:191.

Copyright: © 2023 Dhiman B. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.