We talk to five different experts on ways you can identify and fight disinformation.

The dominant position of Russian-language media has left Moldova the most vulnerable country in Eastern Europe to Kremlin propaganda, a new study claims.

Fake news entails real problems. Many European countries are facing spring elections amid growing concerns regarding alleged Russian propaganda, manipulative misinformation and brainwashing social media strategies launched by unscrupulous companies profiting through the dissemination of clickbait content........

Big tech companies are asking themselves where their responsibilities start and stop. Sorting that out will be complicated and may end up increasing their power.

This is the edited text of a talk by Cherian George given on an international symposium, “The Journalism We Need”, at Stanford University on May 11, 2018.

Phil Tinline explores the history of disinformation - and examines techniques that are back in use today. Based on a Radio 4 documentary.

So-called ‘anonymous’ data can be easily used to identify everything from our medical records to purchase histories

What is the right to be forgotten and how it impacts journalists covering issues of public interest?

The digitalisation has significantly changed the dynamics of journalism and the job of journalists. Journalism education should stay abreast of these changes. Against this background, we have analysed how academic journalism education in Germany, Hungary, Portugal and Romania teaches new skills needed for todays’ journalists. The key focus is on data journalism, collaborative journalism, new business models and ethical challenges for journalists in the digital age.

First up, ‘teaching data journalism fast‘ — techniques for one-off data journalism classes aimed at general journalism students.

In contrast to the one-off classes involving data journalism, courses and modules that focus on data journalism skills present a different type of challenge. These courses typically attract a different type of student, and provide more time and space to work with.

What if journalists covered controversial issues differently — based on how humans actually behave when they are polarized and suspicious?

More than 200 people from 56 countries gathered at the St. Stephen's School in Rome from Wednesday to Friday this week for the fifth annual Global Fact-Checking Summit.

Screen time is a battle for many families. I've talked with parents who lock video game systems in the car overnight, hold on to iPad chargers, or who refuse to get a teen's cracked phone screen fixed, all to curb use.

We take a more global look at what is often incorrectly perceived as an American problem. We measure ‘concern over’ and ‘exposure to’ multiple forms of misinformation, and look at how both vary across countries. Based on how audiences perceive the problem, we consider different types of what our previous audience research suggests ordinary media users consider misinformation, including some content produced by the journalistic profession, as well as content produced outside.2 We also consider possible responses to the problem of misinformation, and uncover which of these audiences would most like to see.

Discussions over misinformation, disinformation, and ‘fake news’ have reignited interest in news literacy. A wide range of different actors — from educators to technology companies — believe that raising news literacy would make people better able to separate fact from fiction, potentially limiting the spread of false information and leaving them better equipped to navigate partisan media environments. Others, however, have struck a note of caution by arguing that we need to think carefully about what news literacy should look like.

Dr Shakuntala Banaji, Associate Professor in the Department of Media and Communications at LSE, talks to LSE MSc student Jack Marks about historical examples of ‘fake news’, media literacy, the limits of regulation and the (mis)representation of young people in the media.

“Finding strategies for artfully conveying complex information in ways that break down attention and trust-based barriers represents the most important challenge in our politically tumultuous time.”

UNESCO (the UN body carrying responsibility for media freedom work) commissioned a new book ‘Journalism, ‘Fake News’ and Disinformation’ which will be published later this month.

Speaker(s): James Ball, Professor Charlie Beckett, Sophie Gaston | The LSE Truth, Trust and Technology Commission is working with experts, practitioners and the public to identify structural causes of media misinformation and set out a new framework for strategic policy. The four themes it is looking at are: journalism credibility, platform responsibility, political communications and media literacy and citizenship.

By Ethan Zuckerman.
If our response to the shortcomings of contemporary social media is to move beyond the idea that we should burn it all down, it’s critical that we ask what social media can do for democracy and demand that it play its part.

Based on the exact words you type into the search bar, “Google is giving you drastically different information”.

While attention remains on the more public social media platforms like Facebook and Twitter, private, “dark social” messengers may be all the more to blame for the viral spread of disinformation, which is nearly impossible to track or counter once it is being circulated.

So what does that mean for democracy?

A new report from a media literacy course run in Ukraine suggests that the program actually was able to change participants’ behavior — even 18 months after they’d completed the course.

An interactive look inside a city’s fake news machine as it gears up for the 2020 elections. “It’s a huge business, it’s a huge industry, it’s a huge network”—especially for young people in areas with high unemployment.

A few weeks ago BuzzFeed published a video of former President Barack Obama making some decidedly out-of-character quips. What’s most noteworthy about the video, however, isn’t that Obama made the remarks, but rather, that he didn’t. Instead, a voice recording of actor Jordan Peele impersonating Obama was fed into a media synthesis algorithm that generated the video.

This is the second article in a three-part series on the people behind the misinformation phenomenon. Part one featured students working on misinformation-related projects and part three will feature notorious fake news writers.

Have you ignored advice on using password managers? This cartoon is for you.

“I kept coming across people who I knew were smart people and sensitive people who were sharing fake stuff.” An example of how being committed to facts can bring people together from across the political spectrum.