Pedagogy and Propaganda in the Post-Truth Era: Examining Effective Approaches to Teaching About Mis/DisInformation

Jody O. Early, Alyssa Robillard, Ronica Rooks, Lahoma Smith Romocki

Research output: Contribution to journalArticlepeer-review

Abstract

The rapid dissemination of information through various media platforms has significantly transformed the landscape of health communication and public health. The COVID-19 pandemic underscored how health faculty and practitioners face an increasing challenge in navigating the complex terrain of mis/disinformation that permeates the online world. The proliferation of false or misleading health information poses a significant threat to public health, eroding trust in evidence-based practices and potentially leading to adverse health outcomes. In this post-truth era, it is crucial to equip students and those working in health occupations with the knowledge and skills that enhance their media literacy and ability to discern credible from suspect information. However, we must go further to help students critically examine mis/disinformation from an ecological perspective to understand the historical and socio-political factors that lead to its spread and their vulnerability to it. In this paper, we offer a rationale for focusing on pedagogy to prevent and to mitigate the spread of mis/disinformation in health promotion, and we provide examples of evidence-based approaches for doing so. Additionally, we offer resources to support teaching and learning in this area and identify opportunities for future research.

Original languageEnglish (US)
JournalPedagogy in Health Promotion
DOIs
StateAccepted/In press - 2024
Externally publishedYes

Keywords

  • disinformation
  • health
  • media literacy
  • misinformation
  • pedagogy

ASJC Scopus subject areas

  • Public Health, Environmental and Occupational Health

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