Bolivia: elections, fake news and citizen responsibility

Written by Claudia Rodriguez-Hidalgo Translated by Daniela Jaramillo-Dent

In October 2019, Bolivia will elect a president, vice-president, congress representatives and senators. The media, academia and government agencies foresee the greatest amount of electoral information to circulate through Smartphones, taking into account the number of mobile users in the country, according to the State of Internet Situation in Bolivia report, March 2019.

According to the report, in the last 5 years, the level of connectivity in the country doubled, a figure also included in the Digital Report of 2019 about Bolivia, where it is estimated that more than 94% of the population connects to the Internet via Smartphones.

Within this framework, one of the major concerns regarding the upcoming electoral process arises: how information circulates through these devices, and the effects of the manipulated or manufactured information on Bolivian voting decisions.

Videos, memes, audios, photographs, gifs, etc., circulate easily through messaging applications such as Whatsapp and Messenger, and their origin is almost impossible to determine, as warned by two organizations recently created in Bolivia for the verification of information: Verifica Bolivia and Chequea Bolivia, both led by journalists and academics with the mission of denying false information circulating on the Internet. The creation of these organizations responds to a need to alleviate the effects of false information and avoid its effects on election results, as evidenced in Brazil, where Jail Bolsonaro’s campaign used as one of its main fake news resources through Whatsapp groups supporting the candidate. The same has happened before in Brexit in the UK, and the US elections, where the final results are attributed to the fake news effect.

The report dated March 2018 published by the Masachussets Institute of Technology (MIT), states that fake news is 70% more likely to be disseminated and generate more impact than verified news, which they attribute to two key questions: the emotional appeal of its contents, and the surprise and impact it generates. In this sense, the creation of this type of content, far from being a mere phenomenon of the information society, has become, in certain contexts, a profitable business that captures the attention of users and exchanges it for clicks and advertising income, making the ways of identifying them complex, but not impossible.

Even so, in an electoral context, and generally speaking, when faced with the use of information, the first duty of user responsibility is to doubt, and then verify the information before sharing it.

Photo by Element5 Digital on Unsplash

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Why do we learn…or not?

Written by Ana Almansa   Translated by Daniela Jaramillo-Dent

“This article argues that a better understanding of human beings is necessary in order to implement what is defined here as design for deep learning”. With this phrase I am drawn to the article “Designing for deep learning in the context of digital and social media”, published in Comunicar 58.

James-Paul Gee, Professor at Arizona State University (United States), and Moisés Esteban-Guitart, Associate Professor in the Department of Psychology at the University of Girona (Spain), are the authors of this article. It theorizes about the human being as the main axis in the learning and interpersonal processes: “people become travel companions in a journey through life with others”.
It is, without a doubt, an article that invites reflection on people and how we act. The article appeals from beginning to end. And the ending in particular does not leave one indifferent: “Human beings are primates. School and inequality in society have killed the psychobiological passion for learning, for epistemological sensitivity (Bruner, 2012) and for solving problems in many people. We are faced with a large number of problems that are difficult to solve. Perhaps the problem with “design for deep learning” is not really that human beings don’t like effort, but that they need to discover what they really are: beings who grow up struggling and learning when they perceive that there are rays of light, recognition and hope”.

I invite you to read the full text here.

 

Photo by Tim Mossholder on Unsplash

Young people’s learning with digital media beyond school: From the informal to the formal

Author:  Ana Sedeño   Translator:  Daniela Jaramillo-Dent

The paper “Young people learning from digital media outside of school: The informal meets the formal” published in issue 58 of Comunicar Journal, presents the research results of professors Sara Pereira, Joana Fillol and Pedro Morur from the University of Miño in Braga (Portugal). It deals with informal learning and its relationship to the school. This article was based on data from workshops, interviews and questionnaires collected from 78 young people aged 12-16 in schools located in northern Portugal.

The study undertakes a new bibliographical review of the reflections and studies in which the media have proven to significantly contribute complementary content to adolescents’ learning, as part of the Transmedia Literacy project, a European project that attempted to systematize different perspectives on this phenomenon. The study analyzes the informal learning strategies of adolescents, presented as an explanatory diagram divided by Trial/Error, Information Search and Imitation/inspiration.

It seems that students at these ages are aware of this cultural and educational gap and do not expect to learn about media in school: “They are two different worlds,” they say.

Some solutions provided by researchers include changes in educational policies and the production of resources to help teachers train in media topics and use them on a daily basis in the classroom, while at the same time develop transmedia literacy skills. You can read the full article here.