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study investigate about mis/disinformation online?","Question",{"text":62,"@type":63},"It investigates online users’ perceptions, attitudes, and practices toward mis/disinformation on social networking sites, including how they engage with and evaluate information disorder.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was students’ digital media literacy measured?",{"text":67,"@type":63},"A web-based survey was administered to gauge Moroccan undergraduate students’ digital media literacy skills, focusing on identifying and evaluating online information credibility.",{"name":69,"@type":60,"acceptedAnswer":70},"What is the key finding regarding digital media literacy and information disorder?",{"text":71,"@type":63},"The data support the hypothesis that there is a significant relationship between digital media literacy skills and students’ ability to identify information disorder 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Mis/Disinformation: The Case of Moroccan University Students  \nIsam Mrah  \n[isam. mrah@ump.ac. ma](isam. mrah@ump.ac. ma)  \nMohammed I University, Oujda, Morocco  \nAbstract  \nThis paper set out to explore online users' perceptions, attitudes, and practices towards mis/disinformation on social networking sites and investigate how they engage with, identify, and evaluate information disorder on social networking sites. The correlation study provides empirical insights into the complex relationship between digital media literacy and online information processing. To this end, a web-based survey was administered to gauge Moroccan undergraduate students' digital media literacy skills, particularly in what regards their ability to identify and evaluate the credibility of information online. The data obtained are consistent with the hypothesis guiding this research that there is a significant relationship between digital media literacy skills (DMLS) and students' ability to identify information disorder online (IDO) . Based on the empirical findings, important implications and strategies for higher education institutions are addressed to help students become more digitally media literate consumers of information.  \nKey Words  \nSocial Media; Undergraduate Students; Mis/disinformation; Digital Media Literacy  \nI.Mrah  \nDigital Education Review-Number 41, June 2022 176  \nI. Introduction  \na. Background to the Study  \nThe 21st century is a media-saturated, technology dependent, and globally connected world. Today's digitized world has made it easier than ever for content creation and distribution. The evolving and complex digital landscape has exposed individuals to a vast array of unfiltered information available in multiple formats (Vosoughi, Roy, & Aral, 2018) . Social media have become breeding grounds for large-scale information sharing. As social media become embedded in the fabric of academia, they are also becoming a site of contestation. In the past few years, scholarly attention has been directed to understanding the dynamics behind false news circulation on social networks. Unsubstantiated information flourishes in the wide-open media of the digital age, spurring concerns about its role in influencing public opinion (Anderson & Raine, 2017) .  \nToday’s information environment is rife with fake news stories. In times of crisis, as is the case with COVID-19 pandemic, individuals become increasingly dependent on electronic sources for instant updates and news. The unregulated nature of the internet has contributed to large masses of fake news stories being created and circulated online causing massive confusion among people. The propagation of online mis/disinformation has generated extraordinary interest across several disciplines, signaling a growing concern that the prevalence of falsehoods heightens political polarization, decreases trust in public institutions, and undermines democracy (Allen, Howland,&Mobius, 2020) . Although none of these phenomena are new, they have taken new dimensions recently with the availability, accessibility and utilization of Information and Communication Technology (ICT) for information seeking and sharing.  \nThe rapidly changing information landscape, the growing distrust in mainstream news institutions, and decline of traditional news sources have all contributed to the increasing circulation of mis/ disinformation. These dynamics testify to the mounting challenges facing online users to assess the credibility of information. Today’s increasingly polarized political climate raises concerns about the plethora of false news stories circulating online as well as individuals' ability to assess the quality of news reporting (Figueira & Oliveira, 2017) . A growing public mistrust in the media coupled with a lack of shared understanding of what constitutes a reliable news source is a ","cbCaifj5dxrTNKT0","https://ap.wps.com/l/cbCaifj5dxrTNKT0","pdf",146072,"English","# Abstract\n# I. Introduction\n## a. Background to the Study\n## b. Problem Statement","[{\"question\":\"What does the study investigate about mis/disinformation online?\",\"answer\":\"It investigates online users’ perceptions, attitudes, and practices toward mis/disinformation on social networking sites, including how they engage with and evaluate information disorder.\"},{\"question\":\"How was students’ digital media literacy measured?\",\"answer\":\"A web-based survey was administered to gauge Moroccan undergraduate students’ digital media literacy skills, focusing on identifying and evaluating online information credibility.\"},{\"question\":\"What is the key finding regarding digital media literacy and information disorder?\",\"answer\":\"The data support the hypothesis that there is a significant relationship between digital media literacy skills and students’ ability to identify information disorder online.\"}]","Literacy In the of Mis/Disinformation - The Case of Moroccan University Students | PDF",1792092484,48]