Promoting Mis/Disinformation Literacy Among Adults: A Scoping Review of Interventions and Recommendations
Bibliographic record
Abstract
This scoping review contributes an overview of recent research on effective media literacy interventions and recommendations relevant to cultivating critical mis/disinformation literacies for adults. The review examines articles published between 1 January 2016–22 November 2021 that report on or provide recommendations for media literacy interventions for adults suited to the emerging challenges of disinformation. Our findings reveal diverse intervention formats and evaluation methods including course-, web-, or game-based interventions, public events, and visual resources. Experts recommended teaching about emotion targeting and regulation, algorithmic governance, lateral reading, visual technology, and using interactive formats. Studies of evaluated interventions outside of formal education were scarce. Our review reveals significant debates around the usefulness of checklists and how to address politically sensitive issues, skepticism, and authority in programing. Future research and programing must attend to the needs of adult populations outside of formal education, and draw particularly upon librarians’ integral role in delivering community-based mis/disinformation literacy programing.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.014 | 0.053 |
| Meta-epidemiology (narrow) | 0.002 | 0.001 |
| Meta-epidemiology (broad) | 0.005 | 0.005 |
| Bibliometrics | 0.013 | 0.010 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.004 | 0.004 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.007 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".