Ciudadanía digital y política en tiempos de fakenews. Los desafíos para la formación de profesores de historia y ciencias sociales

Abstract

The development of the Internet and social networks has created new challenges for society, one of which is related to the information shared on networks and how to distinguish whether it is true or not. This has been transferred to the world of politics and democracy, directly affecting citizens who now must deal with disinformation and fake news in these new digital environments. In this qualitative research, using a multiple case study design, we analyze the discourses of history and social science teachers on digital citizenship, how their students learn in networks and what strategies they use to develop these new skills. The findings critically address the role that students assume in the face of political content on networks but also offer insights into their own teaching strategies and the lack of knowledge about how these new environments and political content work in the digital world. Finally, we discuss the state of research on the issues identified by teachers, noting that there are new ways of understanding critical thinking on the Internet, while offering alternatives for developing skills in digital environments that involve knowledge beyond the history and social sciences currently being developed by experts such as content checkers.