Presentation Title
The Effects of Fake News
Faculty Mentor
Robert Oventile
Start Date
17-11-2018 3:00 PM
End Date
17-11-2018 5:00 PM
Location
CREVELING 31
Session
POSTER 3
Type of Presentation
Poster
Subject Area
behavioral_social_sciences
Abstract
As technology progresses, the way people read news has switched from traditional journalism to social media. In fact, “as of 2012, online news revenue surpassed print newspaper’s” (Morejon). The digital age gives individuals access to live news even before print organizations report it. Our turn to the internet for information has exposed us to many more doubtful news sources, leading us to question how trustworthy the information is.
In a time when the term “Fake News” is carelessly used, citizens start scrutinizing and raising standards for news. However, researchers have observed how students evaluate online sources and found that “many students couldn’t tell a real and fake news source apart” (Breakstone, et al). “Fake News” such as #PizzaGate further politically divides society and has even led citizens to partake in violent actions. The inability to differentiate trustworthy sources has left journalists no option but to change the way they report. Ogilvy’s 2017 Media Influence survey found that journalists “believe that better reporting [through transparency, fact-checking, and citing sources] and collaborating is necessary to trump fake news” (“2017 Global Ogilvy”).
Now, more methods to improve reporting have been implemented. For example, Wall Street Journal Editor Gerard Baker believes that “experts are beginning to use advanced technology, such as artificial intelligence, to weed out malicious or substandard content,” and “Facebook has stepped up efforts to reduce the presence of misinformation by rolling out its related articles feature” that allows users to access articles on the same topic (Risi). As skepticism for “fake news” rises, it is important for organizations to refine their methods in order to regain the public’s trust. It is also imperative for teachers to help their students, from elementary to college, realize how to choose credible sources.
The Effects of Fake News
CREVELING 31
As technology progresses, the way people read news has switched from traditional journalism to social media. In fact, “as of 2012, online news revenue surpassed print newspaper’s” (Morejon). The digital age gives individuals access to live news even before print organizations report it. Our turn to the internet for information has exposed us to many more doubtful news sources, leading us to question how trustworthy the information is.
In a time when the term “Fake News” is carelessly used, citizens start scrutinizing and raising standards for news. However, researchers have observed how students evaluate online sources and found that “many students couldn’t tell a real and fake news source apart” (Breakstone, et al). “Fake News” such as #PizzaGate further politically divides society and has even led citizens to partake in violent actions. The inability to differentiate trustworthy sources has left journalists no option but to change the way they report. Ogilvy’s 2017 Media Influence survey found that journalists “believe that better reporting [through transparency, fact-checking, and citing sources] and collaborating is necessary to trump fake news” (“2017 Global Ogilvy”).
Now, more methods to improve reporting have been implemented. For example, Wall Street Journal Editor Gerard Baker believes that “experts are beginning to use advanced technology, such as artificial intelligence, to weed out malicious or substandard content,” and “Facebook has stepped up efforts to reduce the presence of misinformation by rolling out its related articles feature” that allows users to access articles on the same topic (Risi). As skepticism for “fake news” rises, it is important for organizations to refine their methods in order to regain the public’s trust. It is also imperative for teachers to help their students, from elementary to college, realize how to choose credible sources.