Research

Chapter 9 of the work, titled “Media and Information Literacy (MIL): A Resilient Response to the Risk of Misinformation”, written by researchers Nereida Carrillo Pérez (Universitat Autònoma de Barcelona) and Marta Montagut Calvo (Universitat Rovira i Virgili), president and vice-president of Learn to Check, analyses how MIL has evolved to adapt to a context in which artificial intelligence, algorithms and social networks play a central role in the dissemination of false information.  

According to the study, concern about disinformation has increased considerably in recent years. In Spain, the Digital News Report 2024 indicates that 70% of respondents show concern about the veracity of the information they find online, a figure that has grown by six points compared to the previous year. This situation not only generates mistrust in the media, but can also be used as a tool to erode democracy.

The researchers point out that disinformation has established itself as a “hybrid threat”, that is, a strategy used by both state and non-state actors to influence public opinion and destabilize societies. “Manipulated discourses and fake news not only affect the perception of the reality of citizens, but also have direct consequences on political and social decisions,” the authors explain in the chapter.

Media and information literacy began as a field focused on the critical analysis of traditional media (press, radio and television), but with technological changes and the emergence of social networks, its definition has evolved to include new dimensions. UNESCO defines it as a set of competencies that allow people to access, analyze and produce information in a critical and ethical way. 

Within these key competencies, the study highlights some of the fundamental ones such as critical thinking, the detection of biases, the distinction between facts and opinions, the knowledge of algorithms and digital platforms or active participation. “The ultimate goal of the MIL is not only to avoid disinformation, but to form an active and informed citizenry that can participate critically in society,” say Montagut and Carrillo. 

The study highlights that, despite legislative advances, the application of MIL in Spain has been fragmentary and insufficient. Although Law 7/2010 on Audiovisual Communication introduced for the first time the importance of media literacy in citizen training, its implementation has largely been relegated to isolated initiatives by teachers or journalistic entities.  

An example of these initiatives are projects such as “Premsa a les Escoles”, promoted by the Association of Journalists of Catalonia, or Learn to Check, which promotes workshops for young people and teachers. Verification and training programs have also been created through fact-checkers such as Maldita.es and Verificat, which offer resources for the population to learn to identify fake news. However, the researchers point out that these actions are insufficient without a clear and systematic educational strategy. 

The book chapter concludes with the reflection that media literacy is not only a defense tool against disinformation, but a fundamental element for the proper functioning of democracy. Without educated and critical citizens, fake news will continue to be a weapon of social and political manipulation. Therefore, the main challenge for Spain is to move from a model of partial and voluntary training to a structural and coordinated strategy that guarantees that everyone, regardless of their age or educational level, can develop the necessary skills to navigate in the information ecosystem of the 21st century.