Fact checking has emerged as one of the main responses to rampant online disinformation (Frau-Meigs, 2018). If many fact-checking initiatives have emerged in the ranks of journalism, there are many less initiatives at university level, for non-journalists. Research is needed to identify the gaps in such media literacy strategies as well as to evaluate the existing programs that are proposed. Identifying the manner in which fact-checking is being taught, with what gaps and what outcomes becomes a necessity, to ensure that fact-checking is not contained only to the competences of future journalists but also as part of the epistemology and scope of Media and Information Literacy.
In this context, the FACT CHECKING project, funded by the EU ERASMUS + program, was developed to map the current situation of fact checking education in higher education. The aim is to provide a diagnostic tool in order to identify strengths and gaps in the training of various types of higher education publics: teachers, journalists, political scientists, media and communication students, etc.
Using a mix method approach, the project was conducted in all partner countries (France, Portugal, Finland, Poland, Italy and Greece), over a period of six months (from October 2019 to April 2020). It used two sets of tools: 1/ a template for reporting (qualitative assessment) and 2/ two online surveys (quantitative assessment. The report template covered three major areas: 1/the policies of the public/private educational sector (official documents, mission statements, … ); 2/ the capacity-building resources and the actors involved within the education system (training, curricula, materials, funding); 3/ the role of other actors outside the education system (role of private sector, of civil society in informal/non-formal training) and their own initiatives and learning/training events (especially in relation to MIL and digital literacies). The two questionnaires dealt with teaching professionals on the one hand and media professionals on the other hand. They collected data about motivation, institutional context, relevance, scope, target publics, teaching materials and funding.
The data gathered contribute to a clearer understanding of the similarities and differences between the European countries, especially in terms of the various actors involved in the process. The main results are expected to yield insights into the perception of fact checking and its relevance to media literacy education. They also will serve as a diagnostic tool and an inspirational guide to evaluate policies and educational strategies in Europe and to continue promoting change in the area and civic responses and counter-narratives to fight disinformation and enhance critical thinking. The implications for media literacy theory and pedagogy will be discussed to contribute to the current curricula debates about the importance of media literacy and fact checking to support democratic engagement among young people and future citizens and decision-makers.