Fake news and media literacy education in tertiary institutions, a case study of Ghana Institute of Journalism

Abstract

Media literacy and fake news has become an important topic in today’s media and society. Scholars have studied the domain and have attributed the increase in the spread of fake news to the audience inability to distinguish false information from true one, especially in a technological era where citizen journalism is thriving. Several studies have established that a major way to curbing the problem of fake news is equipping the audience with media literacy skills. In Ghana, there is little empirical studies on fake news and media literacy. This study, therefore, seeks to investigate how communication education is integrating the teaching of fake news and media literacy in their curricula, using the Ghana Institute of journalism as its case study. The study is underpinned by the student engagement theory, media literacy theory, and the new media framework. Employing a qualitative approach and case study design, data were collected through interviews, focus group discussion, and document analysis. Thematically analyzed data shows that most lecturers at the institute teach an aspect of media literacy and fake news in class even though it is not on their course outline. Analyzed data also reveals that some students had some level of understanding of media literacy and fake news. The study recommended that media literacy and fake news study should become a required course that all universities offer in Ghana.