The Role of Teaching Critical-Creative Reading to Children in the Verification Process of Fake News and Other Forms of Disinformation

Abstract

The proliferation of information, often imbued with emotive undertones, fosters the spread of disinformation phenomena such as fake news and post-truth narratives. Navigating through this inundation of content effectively necessitates individuals' acquisition of tools enabling them to discern the origins of information and critically evaluate it against objective reality. However, the drive for truth-seeking and the courage to challenge received narratives must precede the attainment of such tools. Cultivating critical creative reading skills serves as a catalyst for nurturing innate curiosity, even among preschoolers and students in the earliest stages of elementary education. By honing the ability to pose inquiries, seek answers, differentiate between subjective opinions and verifiable facts, and authenticate information, children become empowered to acknowledge the significance of their perspectives and dissent from prevailing narratives. Furthermore, incorporating a psychological perspective into reading instruction not only enriches cognitive faculties but also fosters effective communication and creative expression. The pedagogical endeavor of teaching critical-creative reading holds promise in instilling within young learners a reflexive inclination towards content verification and engagement with diverse viewpoints, thereby fostering active participation in social discourse.