{"id":175,"date":"2024-05-26T21:12:17","date_gmt":"2024-05-27T00:12:17","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru295\/?p=175"},"modified":"2024-05-26T21:12:56","modified_gmt":"2024-05-27T00:12:56","slug":"information-on-misinformation","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru295\/information-on-misinformation\/","title":{"rendered":"Information on Misinformation"},"content":{"rendered":"\n
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“More than 80% of dentists recommend Colgate”<\/p>\n– A UK Marketing Campaign<\/cite><\/blockquote>\n<\/div>\n\n\n\n

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The quote for this blog post is an excellent example of misinformation, or better yet, malinformation, which is when information is intentionally shared out of context (Matthew & Muhammed, 2022). It is a case where factual information, in this instance, dentists recommending Colgate, is shared intentionally out of context (Sharp, 2019).<\/p>\n<\/div>\n<\/div>\n\n\n\n

This quote from a UK advertising campaign is most likely understood as dentists recommending Colgate over other brands. As Sharp (2019) explains, Dentists were asked to recommend multiple toothpastes; it just so happened that 80% listed Colgate along with other brands.<\/p>\n\n\n\n

As part of the MALAT (Master of Arts in Learning and Technology) program<\/a>, Darren Fischer <\/a>and I explored misinformation in detail, examining how impactful Digital Learning Environments are on this subject, whether good or bad.<\/p>\n\n\n\n

Our collaborative effort led us to delve into the topic of misinformation, exploring various definitions and real-life examples. Together, we discussed and explored examples of misinformation and how Digital Learning Environments may foster and or mitigate it.<\/p>\n\n\n\n

We invite you to join us, Darren<\/a> and I, in this in-depth discussion on misinformation and its impact on Digital Learning Environments. Your insights and perspectives are highly valued in this ongoing conversation.<\/p>\n\n\n\n

References<\/h2>\n\n\n\n

Boyd, D. (2011). Social network sites as networked publics: Affordances, dynamics, and implications. In Z. Papacharissi (Ed.), A Networked Self<\/em> (pp. 39\u201358). https:\/\/www.danah.org\/papers\/2010\/SNSasNetworkedPublics.pdf<\/a><\/p>\n\n\n\n

Mathew, K. Muhammed, S. (2022, February 15). The disaster of misinformation: a review of research in social media.<\/em> https:\/\/link.springer.com\/article\/10.1007\/s41060-022-00311-6<\/a><\/p>\n\n\n\n

McGrew, S., Ortega, T., Breakstone, J., & Wineburg, S. (2017). The challenge that’s bigger than fake news. American Educator, 41<\/em>(3), 4-9. https:\/\/www.aft.org\/ae\/fall2017\/mcgrew_ortega_breakstone_wineburg<\/a> <\/p>\n\n\n\n

Pappas, S. (2022, January 1). Fighting fake news in the classroom. Monitor on Psychology, 53(1). https:\/\/www.apa.org\/monitor\/2022\/01\/career-fake-news<\/a> <\/p>\n\n\n\n

Szymaniak, K., Zajenkowski, M., Fronczyk, K., & Kwiatkowska, M. M. (2023). Trait anger and approach motivation are related to higher endorsement of specific and generic conspiracy beliefs. Journal of Research in Personality<\/em>. https:\/\/doi.org\/10.1016\/j.jrp.2023.104258<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

“More than 80% of dentists recommend Colgate” – A UK Marketing Campaign<\/p>\n

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