 Good afternoon and welcome to this webinar organized by School Education Gateway. My name is Marta and I'm pleased to host this event today. Just the practical information for the audience, the webinar is recorded and the recording might be used for dissemination purposes. If you have questions, please post them in the chat and we will have a Q&A session in the end. Today's focus is new online reading skills, how schools can tackle information disorder. This webinar presents you the latest research in the field and gives you practical examples of new reading skills curriculum projects. The second part of the webinar provides you with workshops, ideas and how teachers can deal with information disorder in the classroom context. I'm very happy to present you Kari Kivinen. He is currently an education outreach expert at the European Union Intellectual Property Office. He has over 30 years of experience in international education and Kari is a member of the Informal Commission Expert Group on Tackling Disinformation and Promoting Digital Literacy through Education and Training that was constituted in September 2021. But without further delay, Kari, the floor is yours. Thank you very much for being here today. So hello everybody. I will share first my presentation with all of you. So here we go. I will be speaking about 45 minutes, but don't get bored. The assistance will put information in chat, the links about what is going to be said and so you can save them for food, you can check them after this presentation. So like it was told, I'm working at this moment in Erwipo in Alikante. I'm leading an IPN education project. Our mission is to promote creativity, innovation, entrepreneurship and responsible digital engagement of young Europeans. We have a lot of materials in all the European languages which you can find from ideas powered at school. You can Google it and find it. But for the last four or five years, I've been working together with Finnish fact-checking organisation, Faktabari, where we have developed this educational approach, adapting fact-checking methods for school environments, for teachers and for students. If you are interested to read more, you can maybe upload some of the documents and guides we have made. For example, these election approaches are already fact-checking for educators and future voters. At present, Faktabari is working together with the European school net with the very interesting facts for all projects and we are developing MOOC for school communities to tackle this information together with students, teachers and parents working together, creating a policy for the schools. So you can maybe follow that one too. I will start with the definitions. Normally we are speaking about media and information literacy, but if we are interested more in fact-checking and information, this is concentrating on information literacy part of MOOC. And because we are going to speak about digital information literacy, we are going to through the online information complications. So the definition of digital information literacy is a set of skills which everybody needs to discover, access, analyze, create, store and share information in the digital environment. One needs critical thinking skills in order to make balanced judgments because there are a lot of information and we have to always analyze whether the materials we are finding are matching our information needs if they are accurate or if they can be shared. Information literacy is a cornerstone of democracy because it empowers us as citizens to reach and express informed views and to engage fully with society. Information disorder is a combination of different types of wrong information. The first one which is maybe everybody knows it, misinformation, it's a mistake. We all make mistakes, teachers when they are explaining something to the class make mistakes, journalists when they are writing something they make mistakes and also the politicians make mistakes. The misinformation is something which is wrong information which is shared without no harm or bad intentions. Often for example quality journals and media is correcting their mistakes. This information on the contrary is a false information which is shared knowing that it's false and often there are different types of motivations which are sometimes quite harmful or they are economical or political or whatsoever. False content is shared more and more often in the online environments and we have to be alerted for that. Malinformation is probably correct information but it's shared against the wish of the person or the organization. For example, leaks, hate speech, harassment, gossip, something we are speaking behind somebody's back trying to give bad image of this person. All these are called information disorder. In many contexts people speak only misinformation or disinformation but this is what is already meant, often meant the whole bunch of information. Now in a good old times about 20 years ago when we wanted to know something we could take encyclopedia and here is the Finnish encyclopedia, rokotus means boxing. We could find in the alphabetical order information about everything. It was made by a journalist or scientist. It was normally quite reliable. We could kind of be sure that the information there is correct. Now we have these wonderful search senses and for example on Saturday I made a google search on vaccine. I got 1,240 million hits. The point is that we as online users, it's left to us to decide which of these information is correct, which of these information matches our need and how to pick the right information in the flow of information of such huge. The problem is also and the tricky thing is that the google search or any other search sense in search is not the same for everyone. The algorithm are giving us results which are kind of modified based on our own use, our interest, our past use of this search sense in and they are different to everybody. And even more serious is that one can buy the good access or good place for one's content in the platforms. So very often the top 10 information are promotional, commercial or they are kind of sponsored content. And we as users, we have to decide what to believe and what not to believe. It's the same comparison with the library and social media. If you go to any library in the world, you ask a librarian about anything. They can find you a book because the books in the libraries are well organized. They are having index, they are classified and you can find, if you're looking for mammals and camels, you can go to the zoological department, you can find the book and you can be sure that it's printed, it's quite reliable information. If you use social media platforms, you get whatsoever. For example, I did this last Saturday and for some reason my YouTube is giving me top hits are linked to the British progressive rock band called Kamel. I've never heard about them, but somehow it stops my lists. What I want to say with this is that in spite of the fact that the search engine is the social media is full of information, we as citizens, we as information users, we are having the big responsibility to decide ourselves which information can be used. Online environments and the platforms are made by commercial organizations to maximize the commercial interest. They are made to capture and sustain our attention. They are collecting data of us and they are selling it for advertisers and what is the maybe the most scary thing is that they are kind of developing models that they can predict and influence our future. If I want to buy a car, I start to get car advertisement. If I want to do something else, they are kind of learning quite quickly what I'm looking for and if it's still commercial, it's okay, but if it's political or if it's linked to the faith or something like that, it starts to be doubtful. There is an interesting research done by Kosyreva Tal. They have published the Citizen Versus Internet where they are kind of creating a theoretical framework on online environments. They are proposing four entry points, what can be done in order to ensure that we citizens, we are receiving correct information. First of all, there can be law and ethics, I mean regulations, ethical guidelines. It's very difficult for example in EU to regulate the big platforms. The technology can be also used for something good and something positive and algorithms can be created to do something which is useful for citizens. Also, the psychological and social sciences have to study much more how we are behaving in the online environment, what are kind of new type of rules or instructions online users need in order to survive in the information infection. And then the last thing, what I'm going to speak today, it's education, digital literacy in school curricula. There are some countries, for example my country Finland, which has been taking this seriously. At this moment we are ranking the, we are on the top of the ranking of media literacy index, at least in this study, in some other studies we are not so top, but Finnish Ministry of Education has taken this very seriously. And if you want to read more, you can have links to the Finnish media education approach. We have a thing called multiliterasi, which is media and information literacy and it's a transferral competence with all the teachers from primary to secondary have to take account whatever is your subject and the curricula is really well made so that multiliterasi is brought to the everyday life of the school. But in spite of the fact that the curricula was developed four, five years ago, there is now a new draft approach to update especially the information management part. And it starts from pre-primary education, goes to early education and then to primary and secondary. And here are some examples and this is a draft for from Finnish National Board of Education that already in the early education, children are kind of getting used to use browsers where they can find images and sounds. And systematically year by year it's kind of developed further so that the students will learn during the school time how to cope in the online environment, how to manage the information in different things. This is not yet in force but it will be put in force in the near future. And I would say that this type of approach is needed for all the member states or anybody, all the school systems that we are learning from early age to use online environment correctly. We have noticed in the fact about it that teachers need upskilling and professional development. So we have created plenty of materials which mainly are in Finnish but like I said earlier something is already in English. These in-service trainings, it's not one-shot thing because the media landscape is reshaping constantly and it has become more and more difficult to distinguish information from disinformation. So there has to be this kind of continuous updating of our skills as teachers and maybe this lecture is one of them. We have noticed that there are these elements which are kind of important for teachers to look at. The first to understand the difference between online and offline environment, I mean I will speak about that soon, and to understand that the social media themes of students and teachers are quite different. We look information from different sources, we get information from different sources, we teachers tend to get it from let's say television news, morning papers from official information which is prepared by journalists, while more and more youngsters get the information directly through social media from YouTube, Instagram, TikTok, whatsoever. The development of critical thinking skills are at the score, I will come back to that. Interaction with the experts is recommended, science concept should be clarified, which are the experts and sources which are reliable. We are very often speaking only about don't trust in anything, we have to also give reliable information for our students. Useful checklist, helping the critical thinking, how to deal with confusing contents, how to be algorithm aware, how to share it with students, how to check the authenticity of the photos and videos, and how to take care of your privacy shortly. Social media is an important part of everyday life of every youngster nowadays. In this study which was made two years ago in Finland over 6 000 students took part of it. Social media has brought friends, peer support, feeling of togetherness for let's say 70 percent of them. Information on interesting subject, 94 percent. The way to spend time, 95 percent. Problems and sorrow, half, but happiness, 93. It's so essential that for youngsters that if we as teachers are closing our eyes for social media, we are kind of keeping our lessons without having context to that. We are kind of closing our life, our youngsters out of what we are teaching. In Finland this was made before the COVID. The youngsters used about 15 to 20 hours weekly in the internet. They were using, depending on their age, different types of platforms, but it was everyday use for many. But in states the situation is already quite more advanced and this is unfortunately the way we are going for. So the 12 year olds are spending over four hours per day in the screen and the teenagers are over seven hours. They are having more time with the online environment than with the school. It's quite important to know. We often think that the students are degenerative, that they can do everything and they are very skillful in many areas. They are wonderfully skillful on using different types of apps, being in contact with others etc. But the problem is on the online reasoning and information management area. The Stanford University has been making these studies since 2015 and this is from 2016 but there is a new study which was published only this summer which shows that most students cannot make the difference between advertisement from real articles. Most high school students they granted the photos without verifying them and they have difficulties to differentiate between fake sources and it's quite especially the new results from this year are showing that there has not been much improvement the situation stays the same. So we have to help our students by giving them disinformation awareness and online reasoning skills and the best thing is to do is to promote critical thinking skills and when we are speaking about critical thinking it's it doesn't mean to flat out negative about everything it's more or less carefully balanced analytical thinking on the contents we are facing. We have noticed that different type of checklists are helping the critical thinking development. Think twice before liking or sharing or here on the right side you can see this kind of true or not checklist who is the author can you find the reliable web address to whom is made for what does it really say why is it made on what information is based is there a evidence or references are the pictures authentic. We have now noticed that these checklists are too long and I'm coming to the shortened version so European Union is fighting against disinformation in many fronts and if you want to find a good source of think before you share information you will have this link I warmly recommend you to check what kind of information and what kind of hints and ideas are shared it's in several languages. Now we come to the Stanford University findings Weinberg and McRue and the other researchers have proposed that we are developing new strategy ignoring strategy. In the online environment advertisers companies lobbyist theorists conspiracy theorists hate groups foreign governments even try to hijack our online attention and the wisest thing to do is ignore most of the things we find in the social media. It sounds crazy but the fact is that if I find one thousand million hits on vaccine it's impossible for anybody to even think about to go even through the first 10 of 20 of these and the idea of strategic ignorance is that if you are feeling that this information is not correct just ignore it and go to the information which matches with your needs better. So we should learn new things of ignoring information instead of going through everything we find and they have developed these lateral reading skills which is based on the professional factors way to verify the information and the latest development is that the lateral reading skill means to be able to answer the three crucial questions who is behind the information what is the evidence and what do other sources say. So when you are doing online search you get a result instead of starting reading it from top down like we normally do in the printed media we should check the source the facts stats and the sources before we are spending any time on reading the article and this is a typical kind of hit we get. So checking the url is already often giving information that this is not a domain name I want to trust to. If we don't find the name of the author or maybe the date is wrong the image is suspicious it's skipping. I don't go any further on this but the lateral reading means that instead of checking everything you find in the internet just concentrate on the information which is really worth reading and skip everything else rubbish to rubbish. Information experts which are journalists media experts they have to deal with this daily and it's warmly recommended that the journalists you can invite them to school to tell how they are making their stories how they are verifying the background information from how many sources and what are the responsible responsibilities of the journalists because in the online environment we don't have any responsibility anybody can publish whatsoever. So if you have a possibility to invite experts to your classroom do it. In most of the countries there are ethical guidelines for journalists it's good to find it out and read it because they are in general most of the countries primarily responsible for the readers that they are giving correct information. Of course every journalist every newspaper every media has their own kind of focus groups but in the end they are they are supposed to provide correct information at least in theory. The science during the Covid times the scientists have been in a really difficult situation. People are wishing to get black and white yes or no answers, are vaccines safe, are masks useful and the scientists have to base their answers to the research and the research results the evidence they have is not so easy to explain to the public and there are always this kind of probabilities and the pros and tips and people feel that they are failing but science is the the most close to truth we can get and if a scientist has made a wrong finding the next scientist will correct it. It's a kind of machine which is correcting itself little by little because the scientific theory is not an opinion it's based on the proven and valid view and during the last years we have maybe let science to be a little bit aside and it's actually something we should go for. That's why the Finnish academy in Finland has created a campaign to promote science so for young people so the scientific information is not an opinion it has been evaluated impartially and accurately it builds on knowledge evidence-based information can be criticised constructive discussion is part of the matter and scientific knowledge is not the ultimate truth it changes as understanding increases and what is interesting maybe for you is that the PISA OSA has decided that in PISA 2025 there is a new competence which will be evaluated it's a research evaluate and use scientific information for decision making so if you want your students to get good points in PISA you should kind of take this seriously science is also used for kind of wrong ends there are a lot of marketing which is kind of based on science which is not easy to find or it doesn't exist and i'd give this example of ginger which is something which is very positive it's healthy it's good but this little advertisement have been in many sites recent study shows that ginger is 10 000 times stronger than chemotherapy but there is no link to any kind of science study there is no link to anything it's just a statement and yeah we should be careful of these kind of statements of products which are marketed with the with the doctor looking person with white uniform this information is often linked to pseudoscience there are a lot of false experts this is UNESCO Milkliks warning about false experts and during the last years there has been this infodemic fluid of information and unfortunately there has been also total overload of wrong information disinformation if you have never ever visited the coronavirus fact database please do it it contains over 9 000 fact checks in 40 languages in over 70 countries and there are unbelievable things you can find and what is the most interesting thing in this database is that they have made kind of graphical presentations on how a story goes from country to country in the given time for example this one holding your breath for 10 seconds is a good test to check whether you have COVID-19 or not it has gone through the whole planet little by little from country to country this is a good source to look at when we are looking for disinformation also the Council of Europe has done a lot of materials for link to the pandemic and there is the links you can go and have a look I'm coming back to fact-checking and critical thinking so fact-checking approach encourages pupils to be careful check statements and spread only verified notes and we have noticed that bringing this to the classroom is a good idea fact-checkers are not only checking the kind of negative things this is an example of a factor bar we did a fact check of Krita's statements in one of her speeches and we asked two independent experts to verify the information and we gave a state statement accurate Krita was speaking on the language of science her information was based on something at that speech which was correct but the the social media is full of crazy claims there is a greater chance of dying by being hit by the bus than COVID-19 think about it what would you guess the North Island fact-check did check this and they found out that in Great Britain it is 3000 times greater chance of dying from COVID-19 than by by hitting a bus so it was totally wrong information so if you want to bring fact-checking to the school you can divide the pupils in the groups select claims ask them to select claims they want to check and examine it by using different sources at least two or three sources and then ask them to write the report and present it to the other class to the class with the true false of 5050 because there are a lot of disinformation which is partly correct but little by little the conclusions are going far much more to the disinformation side and there are areas where you cannot really say anything else that partly true partly not true also the opinions cannot be fact-checked because they are opinions the second idea is to to create in the classroom different campaigns for example veg and food for the school campaign or be nice to animals whatever ask students to create a support group to something create a name to the group and develop three statements to support their campaign and one of them should be missed or disinformation and when they are pitching it to the other class other pupils the other ones should find out which of the three is not correct i've done it several times with different type of publics and first of all it's difficult to lie the students feel that it's uncomfortable to lie and to create this information and secondly it's very difficult for the other ones to find out which one is not the correct one it's kind of good exercise besides of miss this and malinformation there are a lot of confusing information conspiracy theories have been going around especially during the code i've already spoken about pseudoscience click white titles sponsored contents echo shampoos satira and irony and the european audiovisual institute has made a very nice infogram which is already translated to most of the languages where you can kind of get the basics of different types of misleading news so the workshop idea here is to ask students to choose one of these areas find information about it some examples and share with the other ones it's quite interesting what they come with easy to find algorithm and wellness i've already spoken about it they are wonderful things i keep a positive example i'm a spotify user and every week my spotify is finding me a list of new songs i've never heard of before which are perfectly matching my taste i would have never ever found them without the help of the algorithm so the algorithm has learned to know what what i like what kind of music i like and it's able to produce me a list of similar type of things which see i like too the problem is that these algorithms are working also in the negative areas i give an example i was leading a school two years ago one and a half a year ago in Helsinki and our advertisement agency took contact with us and proposed us to take everything out of our youtube because they had noticed that the youtube users who are looking for pictures for children especially in swimming swimming suits are targeting to the school's websites so the youtube whatever you are or any kind of algorithm if you're interested in in stamps you are starting to get information about stamps if you are interested in strange political theories this is what you get if you're interested in whatsoever and it goes also to the negative side and it creates kind of silos which are dangerous but yeah so if we are aware of these algorithms we can use them for positive and then be kind of careful with other areas so in the the last sentence here the artificial intelligence has nowadays a power to choose the information which is placed this place to each individual and it influences the worldwide and the public opinion and it's a bit scary i don't go because of lack of time to much but i'm just explaining this when you are in the youtube every second every minute every hour there are millions of new videos uploaded to youtube there is an algorithm which is classifying these videos the content the length whatever and it's making a kind of classification or we as users we are classified too what kind of things we have done what kind of history we have what kind of searches were made what kind of video clips we are watching and then the algorithms are putting together out of millions millions of millions of clips a ranking list for us which they estimate that is interesting for us and if you are watching youtube videos and if you are not if the one video is sending and the new video is starting if you are not quick enough you notice that the next video is maybe interesting too so these algorithms are working really well and it's it's positive but it's also negative we have to be aware of that there is a nice little exercise use any search engine ask the pupils to choose any word the same word and compare the results and you will notice that in the classroom especially the results getting by the teacher and the results getting by the students are very different so it kind of shows how the algorithms are working in a very personalist way ways and it's also a good starting point for discussing the advantages and dangers of algorithms with the pupils there are also academic search engines and especially for teachers who are looking for kind of serious stuff good information i'd warmly recommend to use for example the rift seek or google scholar they are working beautifully and they are bringing kind of research information and articles which are you don't have to look so much than in the normal search engines there are more and more problems with the images and videos the visuals are something we like and people who want to spread this information or whatsoever they use strong visuals in order to cut our attention and very often the picture and the text doesn't match the picture and the title doesn't match or the picture is taken from an other situation and one of the nicest thing to do in the classroom is to use the reverse image search programs there are google yandex being envied has a catalog of different type of tools and verify how the photos are used and there is a quite fun thing it's advertising the little bit adobe but adobe has published a lot of photos where you have to guess if they are photoshopped or not and it's so difficult you will you will like this one this is an example how photos can be used in a distracted way there's a picture of a mess and there was 300 000 australians protesting about inaction in the climate policy and let's say the contra party reposted this photo with the text look the mess with the climate protesters left behind in our beautiful park when verified the photo was not taking on the climate strike not from the day it was taken not even the same country it was from a marihuana-based festival which was held in london much earlier but the damage was passed the message was passed the climate activists are leaving a mess behind them and this is very strong message and we should kind of verify the images and the texts and students love to do this type of how to lie with the photos can you find examples of click bites can you find a combination of image and text which is misleading or to create your own very clicking news in order to catch the other ones attention and here is an example of a typical strategy beautiful curl supermodels apply these three simple tricks to look young click to know what they are and when you click you get these kind of black results sleep well exercise regularly maintain a positive attitude but the point is that the site which you clicked has got more visitors and they are paid by the number of visitors and clicks they get and they get money out of this type of way before ending few words about privacy and digital footprint whatever we do we leave a footprint in the internet the passive one is left by our our computer ip address the data scientists can can follow us quite quite easily we whatever we do we leave a trace without knowing it but then we have this active part and i'm for example guilty for this i have a facebook i'm sharing my lot of photos lot of information on my basic my own life i'm doing it for for for free for the platform and then they use it to to sell the ads this is a little bit scary this is very new it was published a few weeks ago about which what are the information the companies know about us and the facebook is leading it instagram is number two then there is number three and this is how they make their money they are advertising they can focus advertisement based on our our personal information and yeah this is unbelievable but i do it because i like facebook i like to share pictures with my friends and yet i know that it's used against me there are ways to manage your privacy settings for example manage your own online choices it's quite effective and you can check your data points from the google it's absolutely unbelievable i would recommend you also the clean cookies from your computer times and times because they store a lot of information and the cookies are spreading it also for the advertisers one minute first trough has a wonderful toolkit for anybody who wants to have a one site where everything is available i would only recommend this UNESCO has different types of media and information literacy tools and materials there is a teaching citizenship journal which is online available which have a specific number on information disorder i would only recommend it if you are scared on frauds and scams there is tools like a scam advisor which can if you are doubting is this site reliable not you can you can use it and with the students this little black boot of scams and frauds it's from Malta it's it's quite good to use and the last thing is that last week the european commission has published selfie for teachers it's an online tool to assess your skills as a user of digital technologies and it's available in all the european languages and it's something you can easily do in order to get information of what kind of skills you would need to update thank you i'm ready to answer to your questions here yeah thank you very much kari for this extensive presentation i'm sure all the teachers and the participants found all the material services you presented and actually we have also here in the chat very useful i'm not sure if there are questions but yes indeed we invite all the participants to post the question in the chat meanwhile i would like to ask you something regarding the campaign you presented to promote the social science during the the pandemic and i was curious about that meaning that i would like to know how how the the campaign went and if you have any tangible results or concrete outcome that you can share with us because i think it was a really interesting thing so the council of europe created a group of educators to create these materials and there was a sudden need for online digital materials because most of the schools in europe moved to the distance teaching and and we did in a very short period of time materials which were kind of shared unfortunately i don't have statistics on that the council of europe probably has but it's it's not only the council of europe a lot of kind of publishers found the same thing that the last two years more and more information also the teaching materials have been moved to the online environment and it's something which is kind of it came to be stayed i think that there is no way back a lot of these teaching materials are still on the development for example the move we are developing now together with the european school net is is targeted for the schools to develop their own strategy together with the parents association and together with the students to have a common policy how in our school we tackle disinformation and online problems thank you thank you very much i cannot see the questions though if there are any could you please read it to me yeah exactly the thing is that we don't have questions at the moment so again please i think this is a great opportunity to ask karen kari some questions and i'm sure you you have something to us so do not hesitate to post them in the chat where a lot of positive comments in the chat and a lot of thanks but yeah i would definitely leave more minutes for the participants in case they have questions meanwhile i would like also to remind you that we have a feedback form that will be posted in the chat please do not forget to save the link and you can fill it in after the webinar we have a question relevant information about teacher education and how can infuse the knowledge i didn't really get the question yes so i'll try to re-elaborate the question i think what grastin that meant is that you provided very relevant information for teachers and education but how can they infuse this knowledge probably to their students this is what okay so social media is close to every single student in every subject and i think the first thing i would do is to show interest ask the students which where do you find your information which sources do you use and most probably they will not be quite talkative in the beginning so but if you are organizing a group work that they are working together and sharing between themselves this information you are starting to find out where what are the information sources the second approach could be that have you been confronted with this kind of disinformation recently and it might be that it's opening the question discussion in the classroom that yes i've seen these for example there are a lot of boys are interested in football and there are always a lot of disinformation going on which player is sold to which company and or which group etc the next option could be to kind of do maybe a little survey in the class on where do you find information what platforms do you use and to share it with other ones and little by little you are kind of getting into the item itself yeah and the the the workshops are proposed are also a good starting point one hint till this database on covid falsehoods it's so unbelievably amusing it's so sad but it's also amusing there are so strange and crazy claims which have been put forward that it's really interesting to to check asked students to check if there are any kind of disinformation they have met in days also many many thanks kari maybe one more thing is that tomorrow there is a new working group expert group on tackling disinformation and promoting digital literacy in europe it's organized by the european commission and we have a very tight schedule i'm part of that working group expert group there are 25 experts from different european countries and we are already planning to to create our first recommendations and reports in spring 2022 so it's something we are working with there is also new ditch comp 2.2 competencies for those ones who are working with the ditch comp or entry comp which are coming and they are updated very recently with the media and information literacy competencies so the ditch comp 2.2 will be published in in february 2022 okay thank you very much i just would like to point out that the presentation and the recording will be shared afterwards so do don't worry you will have everything after the webinar there is one one question from john what do you think about the dirty dosing that are claimed to be behind most coveted disinformation is it that simple what do they have to gain by spreading this information so i don't take position on anything which i don't know perfectly well but often behind the disinformation there are a different type of motivations and the motivations are sometimes difficult to understand they might be commercial political religious ideological there are all kind of groups which are kind of trying to promote a idea they thinking through social media and in the past it was very easy to to to find out which is disinformation because it was so badly made but nowadays there are highly sophisticated organizations which are providing perfectly beautiful well packed well presented disinformation for different type of purposes mainly to create confusion untrust to the politicians untrust to the governments untrust to the doctors untrust against the scientists whatever is the motivation and once again if you go to this database of covid 19 disinformation you will be surprised that what on earth people are thinking why why on earth these kind of claims have been put forward it sometimes goes beyond the understanding perfect thank you very much for answering also this question i think we don't have any other question in the chat at the moment i remind the participant one more time to save the link for the feedback for me because we would like to hear also from you yes it was a very useful webinar indeed i agree thank you very much but there is one more question from from sarah so let's take this opportunity students are great social media i think user which strategies can you suggest to encourage which strategies can you suggest to encourage their access to quality press often it's not free and good quality information so nobody wants to spread i've been doing a lot of exercises with young people in the past years and actually nobody wants to spread false information and disinformation on purpose and if they are aware that something they share is not correct it's kind of sinful thing there are a lot of free sources which are reliable it is true that some magazines and some quality journals are behind the pay pay paywall but there are a lot of research a lot of information available for free and to find these kind of free sources reliable sources is the important thing also to find the experts one can count on it's not sometimes easy to find out them but for example in finland we are kind of listing the reliable statistics reliable platforms and in each country has a different type of structure so it's difficult to generalize it but there are reliable information available without having to pay but unfortunately yes very many quality press are behind the paywall we have another comment thank you for the excellent presentation how can each one start using all mentioned tool to know if an information is reliable this is a question where I would recommend to go through to the fact-checking point of this presentation one has to take claim by claim look the order look the sources and the evidence and then kind of decide if this is trustworthy or not and in the end a lot of this information is quite easy to kind of reveal but not all it's difficult but worth doing and once you get this mindset of not sharing everything you you will see not getting not believing everything you you get in your screen having this little bit um two seconds before you are clicking something that is this true is this coming from reliable source can I find the order is there evidence yeah these kind of questions you ask you will be saved for a lot of harm thank you thank you very much um well we have a comment that it's fair because good journalists need to be paid but for teenagers it's difficult to access because it's not always easy to recognize without the help of adults yeah it's true yeah I'm just waiting because they are typing I see them typing so I don't want to close it in case we have any other question I'm not in a hurry no exactly no just I think just a lot of thank you okay thank you and tomorrow with this expert group we are starting to tackle Europe-wise that is information and it's going to be very interesting this is an area where we are learning new things every day like I said the media scene is moving developing very fast and it's it's quite a quite important that this kind of expert group has been created so we can start informing the teachers in Europe about what to do and also to advise the educational authorities on how to develop the national curricula in order to take account these things because the schools are the place where naturally students could learn critical thinking online reasoning or online behavior and to find correct information to analyze it and find it perfect thank you very much everything was really interesting and thank you for all the resources and the tools you provided I would like to remind you last time the feedback form please remember to save the link before we close the webinar and that no certificates are issued for issued for this session so once again thank you very much Cary thank you very much Eleonora for the support in the in the background and I wish you all a really good evening let's keep in touch I'm sure we will have other opportunity to meet Cary thank you very much Cary and thank you to all the participants for being here today bye bye