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FrancoAngeli Journals

Saggi e ricerche

V. 5 N. 2 (2020): Docenti, sviluppo professionale e didattica: riflessioni sulle nuove sfide per l'insegnamento e l'apprendimento

Differenze di genere nella percezione e valutazione delle fake news: uno studio di caso con studenti di scuola secondaria di secondo grado

DOI
https://doi.org/10.3280/exioa2-2020oa10811
Inviata
1 dicembre 2020
Pubblicato
01-12-2020

Abstract

Il recente interesse dei media sul tema delle fake news evidenzia che va data una particolare attenzione educativa al fact-checking: ogni studente va formato a queste competenze che gli saranno utili durante il suo curricolo di studi e successivamente anche nei contesti di lavoro e di vita. Sono competenze non solo tecnologiche ma anche di critical thinking e oggi si esplicitano soprattutto come abilità di Information Literacy, ovvero come l’insieme di competenze tecniche e metodologiche che mettono in grado la persona di sapere dove e come cercare le informazioni, di filtrarle efficacemente e soprattutto di valutarle in modo adeguato (Head & Eisenberg, 2010). Nell’articolo vengono presentati i risultati di una indagine esplorativa su 184 studenti del terzo e quarto anno di scuola secondaria di secondo grado (16-18 anni) dove esprimono il loro parere sulle istituzioni che più dovrebbero occuparsi del problema (scuola e Università). In particolare, vengono confrontate le percezioni e l’approccio al fenomeno delle fake news da parte delle ragazze dei ragazzi che, pur presentando molte somiglianze, differiscono per alcuni aspetti fondamentali, come ad esempio la percezione delle proprie competenze tecnologiche e l’importanza data alle differenti caratteristiche della fonte.

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