The Promotion of Media Literacy under the Prevention of Fake News and the Current Status of Media Literacy Education in Taiwan

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Huang Chao-Hsi


The United Nations Education Scientific and Cultural Organization (UNESCO) actively discusses the improvement of cognition through media literacy and the criticism of news and solves the seriousness of false information and fake news.A Swedish study on the problem of global fake news pointed out that Taiwan is the world's most attacked by fake news and information from foreign countries (V-Dem Institute, 2019). No matter what type of false information and fake news is used, it will harm society (Marin Dell. 2019). The proliferation of fake news has recently attracted attention to the topic of "cognition" in Taiwan. News media issue setting has the characteristics of mirror effect, which means that the public will respond to the operation of news issues, especially the reliance on the "mirror" model of media effects (Lutz Erbring, Edie N. Goldenberg and Arthur H. Miller, 1980).In order to solve the problem of deliberately mishandling media issues, which in turn affects the perception of the audience, issue education, and cognitive theories develop the ability to use textual thinking, problem-solving, and knowledge construction. A reader with reading literacy should develop a willingness to read, and more importantly, develop the ability to retrieve texts, obtain information, and interpret information to solve problems (National Education Institute, 2017). Cognitive education has become the core idea of ​​Taiwan's promotion of news literacy education. This article will discuss the cognitive theory ofPotter's media literacy(Potter, W. J. 2004), using Potter's model to structure "cognitive needs", "media control points" and "Media Knowledge Structure" understands the current status and feasibility of using cognitive theory in the development of news literacy courses in various countries around the world and Taiwan. Analyze, and finally explore the findings.

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