Insights from the MILES Project Transnational Report
Understanding the Crisis of Disinformation
Disinformation, misinformation, and malinformation have emerged as pressing challenges in the digital age, particularly in the context of the European Union (EU). The proliferation of fake news, especially during politically sensitive periods such as elections or during public health crises like the COVID-19 pandemic, has underscored the urgent need for media literacy and critical thinking across all sectors of society. The MILES project, which explores Media and Information Literacy (MIL) and pre-bunking approaches, seeks to address these challenges by promoting critical thinking within the educational sector.
The rapid spread of disinformation in digital ecosystems has led to a societal "infodemic," where false information is amplified by social media algorithms, often leading to significant public confusion and mistrust. This article will explore the key findings of the MILES Transnational Report, focusing on the challenges faced by educators, students, and policymakers, and highlighting the best practices that can help build resilience against disinformation in Europe.
1. Key Findings from the MILES Transnational Report
The Evolving Nature of Disinformation
The MILES Transnational Report reveals the sophisticated nature of modern disinformation campaigns. Disinformation is not only more frequent, but it is also more targeted, leveraging advanced digital tools such as bots, artificial intelligence, and deep fake technology to manipulate public opinion. This sophistication poses significant challenges for both the public and educators who often lack the skills or resources to keep up with these rapid developments.
During interviews conducted as part of the MILES project, educators and policymakers voiced their concerns over the increasing difficulty in discerning credible information. The rise of user-generated content platforms, such as Facebook, Twitter, and TikTok, allows for a more decentralized dissemination of information, which accelerates the speed at which disinformation spreads. This was particularly evident during the COVID-19 pandemic, where false claims about the virus and vaccines led to public health misinformation on a global scale.
Disinformation’s Impact on Democratic Processes
The report highlights that disinformation campaigns frequently target democratic processes, undermining electoral integrity and polarizing societies. Several European countries have experienced election interference linked to disinformation, most notably during the 2016 Brexit referendum in the United Kingdom and the 2017 French presidential election. In these cases, disinformation was deliberately spread to sway public opinion, exacerbate social divisions, and erode trust in democratic institutions.
According to Professor Rasmus Kleis Nielsen, Director of the Reuters Institute for the Study of Journalism, the Brexit referendum was a turning point in understanding the impact of disinformation on public opinion and democratic processes. The ability of disinformation to influence voter behaviour, often through highly targeted social media campaigns, underscores the need for greater media literacy across all segments of the population.
The Role of Social Media and Digital Platforms
The role of social media platforms in the spread of disinformation is a central theme of the MILES report. Platforms such as Facebook and YouTube are often implicated in amplifying false narratives because their algorithms prioritize content that drives engagement, regardless of its accuracy. The report stresses that these platforms must take more responsibility for moderating content and ensuring that disinformation is not allowed to proliferate unchecked.
In recent years, social media companies have introduced measures to combat fake news, such as flagging false content and limiting the reach of accounts that spread disinformation. However, these efforts have been criticised as insufficient given the scale of the problem. Stakeholders interviewed in the MILES project argue that more robust regulatory frameworks, such as the European Union’s Digital Services Act (DSA), are necessary to compel platforms to take meaningful action.
2. The Need for Comprehensive Media Literacy Education
Building Critical Thinking from a Young Age
One of the most significant findings from the MILES Transnational Report is the need for comprehensive media literacy education, starting from an early age. Media literacy encompasses the ability to access, analyse, evaluate, and create media in various forms, equipping individuals with the skills needed to navigate today’s complex digital information environment.
The report highlights successful media literacy programs in countries like Finland and Sweden, where media literacy is integrated into the national curriculum from an early stage. In these countries, students are taught how to critically assess the information they encounter online, recognize disinformation, and develop the analytical skills needed to distinguish between credible and non-credible sources.
Finland, in particular, has been recognised for its proactive approach to media literacy, which has made the country more resilient to disinformation. Finnish students are introduced to digital literacy in primary school, and by the time they reach secondary education, they are proficient in analysing digital media critically. This model offers valuable insights for other EU countries struggling with the same challenges.
The Role of Educators and Professional Development
Teachers play a pivotal role in fostering media literacy, yet the MILES report identifies a significant gap in continuous professional development (CPD) for educators. Many teachers lack the necessary training to effectively teach media literacy or use digital tools that can help students critically assess online information. Moreover, rapid advancements in technology, such as the rise of artificial intelligence and algorithmic content curation, have made it difficult for educators to stay updated with the latest developments in digital media.
The report stresses the importance of investing in CPD programs that equip educators with the skills and knowledge to integrate media literacy into their teaching. Teacher training should include components on AI literacy, understanding how algorithms work, and strategies for recognising and countering disinformation. Initiatives like Portugal’s Segura Net program, which offers comprehensive media literacy resources for teachers, serve as models that can be replicated across Europe.
Community Involvement and Partnerships
The report also emphasizes the importance of involving the broader community in media literacy efforts. Schools cannot tackle the problem of disinformation alone. Parents, local communities, and media organizations must be engaged in efforts to raise awareness about the dangers of disinformation. Collaborative projects between schools and local media outlets, for example, can provide students with real-world experiences in journalism and media production, helping them better understand the media landscape.
Community-based media literacy programs have proven to be effective in countries like the United Kingdom, where initiatives like the News Literacy Project have empowered young people to critically evaluate news sources. These programs not only improve media literacy among students but also encourage families and community members to be more discerning consumers of information.
3. The EU’s Framework to Combat Disinformation
The European Democracy Action Plan (EDAP)
The European Union has recognized the threat posed by disinformation and has developed several policy frameworks to address the issue. One of the most significant initiatives is the European Democracy Action Plan (EDAP), launched in 2020. EDAP aims to safeguard democratic processes from disinformation by improving the detection of false information, coordinating responses across member states, and engaging the private sector in efforts to combat fake news.
EDAP focuses on improving transparency in political advertising and ensuring that online platforms are held accountable for the spread of disinformation. By enhancing collaboration between member states and promoting the development of technological tools to detect and counter disinformation, EDAP represents a robust response to the growing challenges of the digital information age.
The Digital Services Act (DSA)
Another key pillar of the EU’s approach to disinformation is the Digital Services Act (DSA), adopted in 2022. The DSA introduces stringent requirements for online platforms, including transparency in content moderation and the removal of illegal content. Platforms are required to disclose how their algorithms recommend content, a critical measure for understanding how disinformation is amplified on social media.
The DSA’s enforcement mechanisms include significant penalties for non-compliance, with fines reaching up to 6% of a company’s global revenue. This framework is designed to ensure that digital platforms take a more active role in monitoring and removing disinformation, making the DSA one of the most comprehensive regulatory efforts aimed at curbing the spread of false information in the EU.
European Digital Media Observatory (EDMO)
The European Digital Media Observatory (EDMO) was established in 2020 as a collaborative hub for researchers, fact-checkers, and media literacy experts across the EU. EDMO plays a vital role in monitoring disinformation trends, promoting fact-checking initiatives, and supporting cross-border cooperation between EU member states.
EDMO’s work includes fostering partnerships between academics, media professionals, and policymakers to develop strategies for countering disinformation. The observatory also promotes media literacy initiatives that teach individuals how to critically evaluate online content and recognize disinformation. By coordinating efforts across member states, EDMO helps build a more resilient information ecosystem in Europe.
4. Challenges and Opportunities for Combating Disinformation
Challenges in Addressing Disinformation
Despite the progress made by the EU in combating disinformation, several challenges remain. One of the most significant obstacles is the cross-border nature of disinformation, which complicates efforts to regulate and control its spread. Disinformation often originates outside a country’s borders, making it difficult for national governments to address the problem unilaterally.
Another challenge is the erosion of public trust in traditional media and institutions. As more people turn to alternative sources of information, often on social media, it becomes harder to control the spread of false narratives. The report underscores the need for a coordinated response that involves not only governments and media organizations but also civil society and the private sector.
Opportunities for Building Resilience
Despite these challenges, there are significant opportunities for building resilience against disinformation. The MILES report emphasizes the importance of enhancing media literacy, particularly among young people, as a critical tool for resisting false information. Educational initiatives that teach students how to critically evaluate online content can play a significant role in building a more informed and resilient society.
Technological innovation also offers opportunities for combating disinformation. Advances in artificial intelligence and machine learning can be used to detect and flag disinformation in real time. Collaborative efforts between tech companies, governments, and civil society organizations can lead to the development of more robust solutions for identifying and mitigating the spread of false information.
Conclusion: Toward a Resilient Information Ecosystem
The findings from the MILES Transnational Report underscore the urgent need for a multifaceted approach to tackling disinformation in Europe. Building resilience against disinformation requires a combination of regulatory frameworks, educational initiatives, technological innovation, and community involvement.
By promoting media literacy from an early age, investing in continuous professional development for educators, and fostering partnerships between schools, governments, and media organizations, the EU can build a society that is better equipped to navigate the complexities of the modern information landscape. The European Democracy Action Plan, Digital Services Act, and the work of the European Digital Media Observatory are critical components of this effort, providing the regulatory and collaborative tools needed to address the evolving threat of disinformation.
As the digital landscape continues to evolve, the fight against disinformation will require ongoing adaptation and innovation. By continuing to promote critical thinking and media literacy, Europe can build a more resilient information ecosystem, one that supports democratic processes and protects the integrity of public discourse.
References
- European Commission. (2020). European Democracy Action Plan. https://ec.europa.eu/info/policies/eu-democracy-action-plan_en
- European Commission. (2021). Digital Services Act (DSA). https://ec.europa.eu/digital-strategy/our-policies/digital-services-act-ensuring-safe-open-digital-space_en
- European Commission. (2022). The new code of practice on disinformation. https://digital-strategy.ec.europa.eu/en/library/2022-strengthened-code-practice-disinformation
- Frau-Meigs, D. (2020). Media Literacy in the Age of Disinformation. Sorbonne Nouvelle University.
- Livingstone, S. (2021). The European Digital Media Observatory: Combating Disinformation in the Digital Age. London School of Economics.
- Nielsen, R. K. (2018). The Brexit Disinformation Campaign: Implications for Democracy. Reuters Institute for the Study of Journalism.
- Wardle, C., & Derakhshan, H. (2017). Information Disorder: Toward an Interdisciplinary Framework for Research and Policy Making. Council of Europe.
Written by:
José Paulo Oliveira
Luís Cunha