Pembinaan Literasi Media pada Pelajar SMA Ananda Kota Batam dalam Pencegahan Disinformasi di Era New Normal

Media literacy education as a form of effort to prevent the negative side of globalization which cannot be stopped is very important to do because it is not only because of the needs of today's information society, but also UNESCO's international mandate for all countries in the world. Media literacy education is highly recommended to be carried out in formal institutions/organizations or in the school environment. SMA Ananda is one of the educational institutions in the city of Batam that requires assistance regarding media literacy, especially for students. This training is carried out with the aim of providing (1). Knowledge of students in the city of Batam about the benefits and uses of the internet, (2). Knowledge of students in the city of Batam regarding media literacy (3). Skills for students regarding the spread of disinformation in the new normal era. This coaching will be carried out using lecture, discussion, and practice methods with a duration of 1 hour per session for 4 meetings involving 3 assistants alternately and on a scheduled basis. This coaching will be given to students at Ananda High School in Batam City, totaling around 20-30 people which will be held in the January-December 2021 range.Pendidikan literasi media sebagai bentuk upaya pencegahan sisi negatif arus globalisasi yang tidak dapat dibendung sangat penting dilakukan karena bukan saja karena kebutuhan masyarakat informasi dewasa ini, tetapi juga merupakan mandat internasional UNESCO untk seluruh negara di dunia. Pendidikan media literasi sangat dianjurkan untuk dilaksanakan pada lembaga/organisasi formal atau dilingkungan sekolah. SMA Ananda adalah salah satu lembaga pendidikan di kota Batam yang memerlukan pendampingan mengenai literasi media khususnya bagi pelajar. Pembinaan ini dilakukan bertujuan untuk memberikan (1). Pengetahuan pada pelajar di kota Batam tentang manfaat dan kegunaan internet, (2). Pengetahuan pada pelajar di kota Batam mengenai literasi media (3). Keterampilan pada pelajar tentang penyebaran disinformasi di era new normal. Pembinaan ini akan diselenggarakan dengan metode ceramah, diskusi dan praktek dengan durasi 1 jam per sesi selama 4 kali pertemuan yang melibatkan 3 orang pendamping secara bergantian dan terjadwal. Pembinaan ini akan diberikan kepada pelajar di SMA Ananda di kota Batam yang berjumlah sekitar 20-30 orang yang digelar pada rentang bulan Januari-Desember 2021

High School Students’ Social Media Usage Habits

Social media which is an important product of Computer and Internet Technologies has a growing usage level day by day. Increasing social media usage level gives opportunity for new software developments and making investments in this area. From this aspect, therefore, social media has not only economic function but also make persons participate in social life. Furthermore, it also provides opportunities for undemocratic actions and operations as in terms of democratic society life. Identifying users’ habits has an important function on determining economic, social and cultural effects of social media. From this perspective, this research aims to determine social media usage habits of high school students. The data was collected from 853 students in total (419 female and 434 male).  In research, “Frequency of Social Media Instruments Usage Scale” for determining usage frequency of 10 different social media instrument, and to determine the reasons of these instruments’ usage “Reasons of Social Media Usage Scale” consisting of 20-item are used for collecting data. Scales are also rated on 5-point scale. The results show that the most commonly used social media among the students participating in questionnaire is “Youtube”, and “Facebook” follows it in the second place. “MySpace” and “LinkedIn” are the least used social media sites. Top reasons of students’ social media usage are sharing document, information and opinion, and entertainment.  It was determined that students do not use social media instrument for presenting themselves by using others profiles too much. Gender differences has an important impact on social media usage. Students access and use social media mostly with using their smartphones. Students spend between 1-3 hours daily on social media. Keywords: Social Media, Hıgh School Students, Technology Usage Habits, Educational Usage of Social Medi

La radio en la sintonía de la web

El impacto del desarrollo tecnológico en el terreno de la comunicación radiofónica está siendo investigado desde diferentes perspectivas, según se desprende de los últimos trabajos que centran su interés en este medio. Las transformaciones en el periodismo radiofónico, las nuevas experiencias de escucha a través de comunidades virtuales o el significativo impulso que para la participación y la interacción comporta el uso de herramientas comunicativas digitales por parte de las emisoras son, junto con la utilización de las redes sociales, algunas de las cuestiones más estudiadas. Por otra parte, también parecen llamar la atención las múltiples posibilidades de recepción sonora derivadas de la integración de diferentes dispositivos electrónico-digitales, que sitúan a la radio en una posición muy ventajosa con respecto a otros medios, al tiempo que dibujan un escenario comunicativo que invita a buscar nuevas fórmulas de explotación y transmisión de los contenidos. Este interés por la radio en la era de Internet alcanzó recientemente uno de sus máximos exponentes con la celebración en Braga (Portugal), en septiembre de 2011, del Congreso Radio Evolution (ECREA). Dejando al margen los trabajos que sobre otros medios ocupan las páginas de las revistas especializadas en comunicación, las miradas de los investigadores se dirigen de nuevo hacia China, un país sobre el que se estudia, entre otras cosas, sus relaciones con los principales estados de América Latina y el impacto del pensamiento estratégico en el mercado publicitario con el crecimiento más rápido del mundo.Revistes ressenyades: Comunicación y Sociedad, Nueva época, Núm. 17 (enero-junio 2012). Comunicação & Política, Vol. 29, Núm. 2 (mayo-agosto 2011). Diálogo Político, Año 28, Núm. 4 (diciembre 2011). Eptic On Line, Vol. 13, Núm. 2 (Mayo 2011). Razón y Palabra, Núm. 78 (noviembre 2011-enero 2012). Comunicaçao e Sociedade, Vol. 20 (2011). Media, Culture & Society, Vol. 34, Núm. 1 (enero 2012). New Media & Society, Vol. 14, Núm. 1 (febrero 2012). The Radio Journal, Vol. 9, Núm. 1 (julio 2011). Canadian Journal of Communication, Vol. 36, Núm. 4, 2011). Communication Theory, Vol. 22, Núm. 1 (febrero 2012)

Radio and Public Sphere To Participate In Information Community Development

New media format has put the radio not only serves as a medium of information, education, and entertainment, but also as an interactive media and public sphere. The purpose of this study is to analyze and explain the radio as a public sphere to participate and interact and the influence of interactive media on community participation. This research method uses quantitative explanative with samples of 100 audiences who participated in the program "Kelana Kota" Radio Suara Surabaya. Analyzing technique used is multiple regression analysis with SPSS 20 program. The research results show that 1)radio has role as media to interact and exchange information with fellow audience andpublic space to participate in development of information society. Second, the mostinfluential factors of participation are interactive media, assertiveness, and attitudes. Thecoefficient of influence of these three variables on participation is 40.2%. Third, publicparticipation in the radio public space in the form of access and delivery of information,supervision, partnership, consultation and dialogue. This research offers several noveltiesas follow: 1) interactive broadcasting media is a determinant to build social participation;2)Assertive behaviour and acts are trigger for somebody to participate in the socialdevelopment through interactive radio; 3) interactive radio can be a public space,interaction canal, empowerment media and active participating media for the societyduring the building of informative society. Keywords: radio, public sphere, participate, community development

JUD MS 24 Frederic C. Weinberg Collection

Biographical Note: Frederic Weinberg was born in Metuchen, New Jersey. He graduated from Metuchen High School and pursued a bachelor’s degree in English from the University of Connecticut in 1969. After receiving his initial degree in English, he enrolled in the University of New Hampshire’s program in Library Science. In 1972 he was accepted into a special program in Educational Media at Boston University where he received a master’s degree in Education. In 1977 Frederic and his family joined the Beth Israel Congregation. He later assisted the congregation as a researcher and archivist. Currently Frederic is a regional coordinator for Documenting Maine Jewry, and he continues to collect and preserve stories and artifacts from the Bath, Maine Jewish community. Description of the Papers: The Frederic C. Weinberg collection spans from 1919 to 2010. The collection contains three bank books detailing the Bath Hebrew Ladies Society’s savings account, and the fluctuations over the course of over 20 years, noting Eva Povich as treasurer. The collection also holds two issues of the Bath Historical Society newsletter, one dated 1996, and one dated 2010. Date Range: 1919-2010 Size: 1 Box (.25 Linear Feet) Selected digitized items: Frederic C. Weinberg Collectio

Development and partial characterization of new marine cell line from brain of Asian sea bass Lates calcarifer for virus isolation.

A new cell line, Asian sea bass brain (ASBB), was derived from the brain tissue of Asian sea bass Lates calcarifer. This cell line was maintained in Leibovitz L-15 media supplemented with 10% fetal bovine serum (FBS). The ASBB cell line was subcultured more than 60 times over a period of 15 mo. The ASBB cell line consists predominantly of fibroblastic-like cells and was able to grow at temperatures between 20°C and 30°C with an optimum temperature of 25°C. The growth rate of these cells increased as the proportion of FBS increased from 2% to 20% at 25°C with optimum growth at the concentrations of 10% or 15% FBS. Polymerase chain reaction products were obtained from ASBB cells and tissues of sea bass with primer sets of microsatellite markers of sea bass. An isolate of piscine nodavirus from juveniles of marine fish species tested positive by IQ2000 kit for viral nervous necrosis detection and was examined for its infectivity to a fish cell line of ASBB. A marine fish betanodavirus was tested to determine the susceptibility of this new cell line in comparison with commercial highly permissive SSN-1 cells. The ASBB cell line was found to be susceptible to nodavirus (RGNNV genotype), and the infection was confirmed by comparison cytopathic effect (CPE) with commercial SSN-1 and reverse transcriptase-polymerase chain reaction. A nodavirus was further elucidated by electron microscopy, and the virus tested was shown to induce CPE on ASBB cells with significant high titer. This suggests that the ASBB cell line has good potential for the isolation of fish viruses. © 2010 The Society for In Vitro Biology

Interaction (Election Campaigning Communication)

Interaction is described as a way to persuade citizens through direct contact allowing for a dialogical encounter between political actors and citizens (Magin, Podschuweit, Haßler, & Russmann, 2017). Although the new online environment can facilitate direct communication between politicians and citizens, empirical findings indicate that, to date, a unidirectional communication style between voters and politicians predominates (Jackson & Lilleker, 2010; Lilleker & Koc-Michalska, 2013; Stromer-Galley, 2000). To a large extent, politicians still employ the broadcasting style for campaign communication (Graham, Broersma, Hazelhoff, & van 't Haar, 2013) and retain communication strategies from the mass media era (Margolis & Resnick, 2000), as few voters visit their websites on a regular basis (Gibson & McAllister, 2011) or follow politicians' profiles on social media (Vaccari & Nielsen, 2013). However, research in campaign communication also shows that the Web 2.0 provide new opportunities for politicians to address an expanded, new electorate and engage them. As an example, studies show that posts that are frequently liked, commented, or shared can reach a much wider circle of users known as secondary audience or second-degree followers (Jacobs & Spierings, 2016; Vaccari & Valeriani, 2015). Interaction through social media channels furthermore enables face-to-face-like communication with individual voters, with whom politicians can also exchange ideas and negotiate campaign strategies  (Magin et al., 2017).   Field of application/theoretical foundation: In recent years, interaction has been recognized as a central aspect of dialogical communication in the field of public relations (Sweetser & Lariscy, 2008; Taylor & Kent, 2004). The theory states that symmetrical and dialogical two-way communication between an organization and its audience can sustainably support relationship building and their maintenance (Zhang & Seltzer, 2010). By applying this approach to the field of online political communication, it is possible to understand the interactions between politicians and citizens as a form of strategic communication and how they attract and persuade voters.   References/combination with other methods of data collection Interaction in the last twenty years has been mostly studied in the context of the online environment either by looking at structural features of candidates’ online tools that enable interactions with users (e.g., Druckman, Kifer, & Parkin, 2007, 2009; Schweitzer, 2008); or by studying actual interactions between candidates and citizens on social media (e.g., Graham et al., 2013; Klinger, 2013). Both quantitative manual and automated content analyses thereof have been employed to in research on social media interactions). Quantitative content analysis have been also been combined and compared with qualitative interviews with campaign managers (e.g., Magin et al., 2017).   Example studies Table 1: Overview exemplary studies measuring interaction, discussion, participation, and related constructs Study Medium Constructs Operationalization Coding Druckman et al. (2007); Druckman et al. (2009) Candidate websites Interactivity Web sites were scrutinized in light of their ability to create someform of interaction by e.g.enabling users to personalize information, arrange information, add information, and/or communicate with other voters and/or the candidate Additive index Schweitzer (2008) Candidate websites Interactivity provision strategies Possibility to comment on news; Agenda can be updated by visitors; A channel on video sharing websites; Possibility to comment (a video sharing website); Life webcam; Online photo gallery; Possibility to comment (online photo gallery); Easy contact; Online polls; Profile on SNS; Online forum or chat (among visitors); Online forum or chat (with politicians); Possibility to share content of the website; Possibility to share content on social media; Information about political program (interactive format) Additive index Magin et al. (2017) Facebook posts Interaction Index including (1) number of parties’ comments, (2) the number of users’ comments per 1,000,000 eligible voters, and (3) the share of posts in which the parties encourage the voters to discuss politics on the parties’ Facebook page (reciprocity). Combined index Graham et al. (2013), Graham, Jackson, & Broersma (2016) Twitter posts Interaction Tweets including: Debating/position taking; Acknowledging; Organizing/mobilizing; Advice giving/helping; and/or Consulting Furthermore @Tweets were scrutinized with whom politicians interacted: Public; Politician/candidate; journalist/media; Party activist; Lobbyist; Expert; Celebrity; Industry; and/or Authority (0)  Not present (1)  Present Lukamto & Carson (2016) Twitter comments, @mentions, and retweets (RTs) Discussion Measures quantity of one-way and two-way messages between members of parliament (MPs) and citizens and who they interact with: ‘citizen to politician’; ‘politician to citizen’; or ‘politician to politician’ Count variable Bene (2017) Facebook posts Engagement Engagement content is coded if the post contains either requests for likes, comments, and/or sharing or whether it poses a question. All of these individual elements were also coded on their own and analyzed in specified models with all dependent variables (0)  Not present (1)  Present Klinger (2013) Facebook & Twitter posts Participation Posts including calls for discussion, appeals to collect signatures and mobilize other people to participate and to vote as well as general community-building (0)   Not present (1)   Present Keller & Kleinen-von Königslöw (2018) Facebook & Twitter posts Pseudo discursive style   (0)   Not present (1)   Present Graham et al. (2013), Graham et al. (2016) Twitter posts Interaction Tweets including: Debating/position taking; Acknowledging; Organizing/mobilizing; Advice giving/helping; and/or Consulting @Tweets were also scrutinized with whom politicians interacted: Public; Politician/candidate; journalist/media; Party activist; Lobbyist; Expert; Celebrity; Industry; and/or Authority (0)  Not present (1)  Present   References Bene, M. (2017). Go Viral on the Facebook! Interactions between Candidates and Followers on Facebook during the Hungarian General Election Campaign of 2014. Information, Communication & Society, 20(4), 513–529. https://doi.org/10.1080/1369118X.2016.1198411 Druckman, J. N., Kifer, M. J., & Parkin, M. (2007). The Technological Development of Congressional Candidate Web Sites. Social Science Computer Review, 25(4), 425–442. https://doi.org/10.1177/0894439307305623 Druckman, J. N., Kifer, M. J., & Parkin, M. (2009). Campaign Communications in U.S. Congressional Elections. American Political Science Review, 103(3), 343–366. https://doi.org/10.1017/S0003055409990037 Gibson, R. K., & McAllister, I. (2011). Do online election campaigns win votes? The 2007 Australian “YouTube” election. Political Communication, 28(2), 227–244. Graham, T., Broersma, M., Hazelhoff, K., & van 't Haar, G. (2013). Between Broadcasting Political Messages and Interacting with Voters. Information, Communication & Society, 16(5), 692–716. https://doi.org/10.1080/1369118X.2013.785581 Graham, T., Jackson, D., & Broersma, M. (2016). New Platform, Old Habits? Candidates’ Use of Twitter during the 2010 British and Dutch General Election Campaigns. New Media & Society, 18(5), 765–783. https://doi.org/10.1177/1461444814546728 Jackson, N., & Lilleker, D. G. (2010). Tentative Steps towards Interaction. Internet Research, 20(5), 527–544. https://doi.org/10.1108/10662241011084103 Jacobs, K., & Spierings, N. (2016). Social Media, Parties, and Political Inequalities. New York: Palgrave Macmillan US. https://doi.org/10.1057/9781137533906 Keller, T. R., & Kleinen-von Königslöw, K. (2018). Pseudo-Discursive, Mobilizing, Emotional, and Entertaining: Identifying Four Successful Communication Styles of Political Actors on Social Media during the 2015 Swiss National Elections. Journal of Information Technology & Politics, 15(4), 358–377. https://doi.org/10.1080/19331681.2018.1510355 Klinger, U. (2013). Mastering the Art of Social Media. Information, Communication & Society, 16(5), 717–736. https://doi.org/10.1080/1369118X.2013.782329 Lilleker, D. G., & Koc-Michalska, K. (2013). Online Political Communication Strategies: MEPs, E-Representation, and Self-Representation. Journal of Information Technology & Politics, 10(2), 190–207. https://doi.org/10.1080/19331681.2012.758071 Lukamto, W., & Carson, A. (2016). Politweets: Social Media as a Platform for Political Engagement between Victorian Politicians and Citizens. Communication Research and Practice, 2(2), 191–212. https://doi.org/10.1080/22041451.2016.1186485 Magin, M., Podschuweit, N., Haßler, J., & Russmann, U. (2017). Campaigning in the Fourth Age of Political Communication. A Multi-Method Study on the Use of Facebook by German and Austrian Parties in the 2013 National Election Campaigns. Information, Communication & Society, 20(11), 1698–1719. https://doi.org/10.1080/1369118X.2016.1254269 Margolis, M., & Resnick, D. (2000). Politics as Usual: The Cyberspace "Revolution". Contemporary American politics. Thousand Oaks: Sage. Schweitzer, E. J. (2008). Innovation or Normalization in E-Campaigning? European Journal of Communication, 23(4), 449–470. https://doi.org/10.1177/0267323108096994 Stromer-Galley, J. (2000). On-line Interaction and Why Candidates Avoid It. Journal of Communication, 50(4), 111–132. Sweetser, K. D., & Lariscy, R. W. (2008). Candidates make good friends: An analysis of candidates' uses of Facebook. International Journal of Strategic Communication, 2(3), 175–198. Taylor, M., & Kent, M. L. (2004). Congressional web sites and their potential for public dialogue. Atlantic Journal of Communication, 12(2), 59–76. Vaccari, C., & Nielsen, R. K. (2013). What drives politicians' online popularity? An analysis of the 2010 US midterm elections. Journal of Information Technology & Politics, 10(2), 208–222. Vaccari, C., & Valeriani, A. (2015). Follow the leader! Direct and indirect flows of political communication during the 2013 Italian general election campaign. New Media & Society, 17(7), 1025–1042. https://doi.org/10.1177/1461444813511038 Zhang, W., & Seltzer, T. (2010). Another piece of the puzzle: Advancing social capital theory by examining the effect of political party relationship quality on political and civic participation. International Journal of Strategic Communication, 4(3), 155–170

Digital and media literacy: voices of the teachers. Dilemmas during the pandemic and reflections for the future

Conferência ECIL, realizada em Kraków na Polónia de 9-12 de outubro de 2023.Even before the outbreak of COVID-19, agendas worldwide had been emphasizing the need for the 21st century citizen to develop a wide array of competences and literacies. Hence, digital literacy is an urgency in schools, particularly for teachers, who need to be aware of the advantages and challenges posed by these new contexts, namely those emerging from the digital world. To these ends, national policies in many countries follow and connect to European guidelines. In Portugal, the European Framework for the Digital Competence of Educators (DigCompEdu) is largely used in teacher training. Therefore, it is important to highlight it as a key tool in the process of the capacity building for the digital transformation of the teaching and learning. Another transversal topic in educational contexts relates to information and media literacy, drawing from the premise that the school has an important role to play with regard to the challenges of the information society. Bearing this in mind, several authors consider that we are in an era where different competences are converging. Moreover, Hobbs (2010) also emphasizes this diversity of interconnected concepts, which have different starting points, proposing the term “digital and media literacy” as the one that best designates the set of life skills that are necessary for full participation in a media-saturated society and simultaneously rich in information; we adopt it as an analytical category in the research put forward within the Erasmus+ project RAPIDE, Reimagining a Positive Direction for Education (2020-1-UK01-KA226-SCH-094495). For this purpose, the data were collected by all the partners, in their national contexts, namely involving teachers; in this paper, we focus on the Portuguese data, thus presenting part of the wider research. Our study took a qualitative and interpretive approach, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them. The complexity of the teachers’ personal experiences evidences significant insights about the role of digital and information literacy during the pandemic, besides the impact of these competencies for teaching and learning. The 20 participating teachers were invited to describe, in a written document, (1) a major challenge in their teaching practice, (2) how they responded to it, (3) how they reflected on their actions, and (4) what new insights this brought to them. The aim was to start from real situations, leading teachers to reflect on these situations in order to foster them to envision new pedagogical and didactic paths for the future. The situations experienced during the pandemic, often implying strong constraints in the teaching and learning processes, but also demanding the rapid learning of digital skills, emerge as contexts that provide scenarios that enhance a deeper reflection for the teachers’ professional development. The information gathered was analyzed with the goal of identifying issues related to digital and media literacies, stemming from the teachers’ dilemmas, as well as mapping possible lessons learned and good practices to sustain in the future.Financiamento europeu Erasmus + ref. 2020-1-UK01-KA226-SCH-094495info:eu-repo/semantics/publishedVersio

Publishers/sources (Disinformation)

Recent research has mainly used two approaches to identify publishers or sources of disinformation: First, alternative media are identified as potential publishers of disinformation. Second, potential publishers of disinformation are identified via fact-checking websites. Samples created using those approaches can partly overlap. However, the two approaches differ in terms of validity and comprehensiveness of the identified population. Sampling of alternative media outlets is theory-driven and allows for cross-national comparison. However, researchers face the challenge to identify misinforming content published by alternative media outlets. In contrast, fact-checked content facilitates the identification of a given disinformation population; however, fact-checker often have a publication bias focusing on a small range of (elite) actors or sources (e.g. individual blogs, hyper partisan news outlets, or politicians). In both approaches it is important to describe, compare and, if possible, assign the outlets to already existing categories in order to enable a temporal and spatial comparison. Approaches to identify sources/publishers: Besides the operationalization of specific variables analyzed in the field of disinformation, the sampling procedure presents a crucial element to operationalize disinformation itself. Following the approach of detecting disinformation through its potential sources or publishers (Li, 2020), research analyzes alternative media (Bachl, 2018; Boberg, Quandt, Schatto-Eckrodt, & Frischlich, 2020; Heft et al., 2020) or identifies a various range of actors or domains via fact-checking sites (Allcott & Gentzkow, 2017; Grinberg et al., (2019); Guess, Nyhan & Reifler, 2018). Those two approaches are explained in the following. Alternative media as sources/publishers The following procedure summarizes the approaches used in current research for the identification of relevant alternative media outlets (following Bachl, 2018; Boberg et al., 2020; Heft et al., 2020). Snowball sampling to define the universe of alternative media outlets may consists of the following steps: Sample of outlets identified in previous research Consultation of search engines and news articles Departing from a potential prototype, websites provide information about digital metrics (Alexa.com or Similarweb.com). For example, Similarweb.com shows three relevant lists per outlet: “Top Referring Sites” (which websites are sending traffic to this site), “Also visited websites” (overlap with users of other websites), and “Competitors & Similar Sites” (similarity defined by the company) Definition of alternative media outlets Journalistic outlets (for example, excluding blogs and forums) with current, non-fictional and regular content Self-description of the outlets in a so-called “about us” section or in a mission statement, which underlines the relational perspective of being an alternative to the mainstream media. This description may for example include keywords such as alternative, independent, unbiased, critical or is in line with statements like “presenting the real/true views/facts” or “covering what the mainstream media hides/leaves out”. Use of predefined dimensions and categories of alternative media (Frischlich, Klapproth, & Brinkschulte, 2020; Holt, Ustad Figenschou, & Frischlich, 2019) Sources/publishers via fact-checking sites Following previous research in the U.S., Guess et al. (2018) identified “Fake news domains” (focusing on pro-Trump and pro-Clinton content) which published two or more articles that were coded as “fake news” by fact-checkers (derived from Allcott & Gentzkow, 2017). Grinberg et al. (2019) identified three classes of “fake news sources” differentiated by severity and frequency of false content (see Table 1). These three sources are part of a total of six website labels. The researchers additionally coded the sites into reasonable journalism, low quality journalism, satire and sites that were not applicable. The coders reached a percentual agreement of 60% for the labeling of the six categories, and 80% for the distinction of fake and non-fake categories.   Table 1. Three classes of “fake news sources” by Grinberg et al. (2019) Label Specification Identification Definition Black domains Based on previous studies: These domains published at least two articles which were declared as “fake news” by fact-checking sites. Based on preexisting lists constructed by fact-checkers, journalists and academics (Allcott & Gentzkow, 2017; Guess et al., 2018) Almost exclusively fabricated stories Red domains Major or frequent falsehoods that are in line with the site's political agenda. Prejudiced: Site presents falsehoods that focus upon one group with regards to race / religion / ethnicity / sexual orientation. Major or frequent falsehoods with little regard for the truth, but not necessarily to advance a certain political agenda. By the fact-checker snopes.com as sources of questionable claims; then manually differentiated between red and orange domains Falsehoods that clearly reflected a flawed editorial process Orange domains Moderate or occasional falsehoods to advance political agenda. Sensationalism: exaggerations to the extent that the article becomes misleading and inaccurate. Occasionally prejudiced articles: Site at times presents individual articles that contain falsehoods regarding race / religion / ethnicity / sexual orientation Openly states that the site may not be inaccurate, fake news, or cannot be trusted to provide factual news. Moderate or frequent falsehoods with little regard for the truth, but not necessarily to advance a certain political agenda. Conspiratorial: explanations of events that involves unwarranted suspicion of government cover ups or supernatural agents. By the fact-checker snopes.com as sources of questionable claims; then manually differentiated between red and orange domains Negligent and deceptive information but are less systemically flawed   Supplementary materials: https://science.sciencemag.org/content/sci/suppl/2019/01/23/363.6425.374.DC1/aau2706_Grinberg_SM.pdf (S5 and S6) Coding scheme and source labels: https://zenodo.org/record/2651401#.XxGtJJgzaUl (LazerLab-twitter-fake-news-replication-2c941b8\domains\domain_coding\data)   References Allcott, H., & Gentzkow, M. (2017). Social media and fake news in the 2016 election. Journal of Economic Perspectives, 31(2), 211–236. Bachl, M. (2018). (Alternative) media sources in AfD-centered Facebook discussions. Studies in Communication | Media, 7(2), 256–270. Bakir, V., & McStay, A. (2018). Fake news and the economy of emotions. Digital Journalism, 6(2), 154–175. Boberg, S., Quandt, T., Schatto-Eckrodt, T., & Frischlich, L. (2020, April 6). Pandemic populism: Facebook pages of alternative news media and the corona crisis -- A computational content analysis. Retrieved from http://arxiv.org/pdf/2004.02566v3 Farkas, J., Schou, J., & Neumayer, C. (2018). Cloaked Facebook pages: Exploring fake Islamist propaganda in social media. New Media & Society, 20(5), 1850–1867. Frischlich, L., Klapproth, J., & Brinkschulte, F. (2020). Between mainstream and alternative – Co-orientation in right-wing populist alternative news media. In C. Grimme, M. Preuss, F. W. Takes, & A. Waldherr (Eds.), Lecture Notes in Computer Science. Disinformation in open online media (Vol. 12021, pp. 150–167). Cham: Springer International Publishing. Grinberg, N., Joseph, K., Friedland, L., Swire-Thompson, B., & Lazer, D. (2019). Fake news on Twitter during the 2016 U.S. Presidential election. Science (New York, N.Y.), 363(6425), 374–378. Guess, A., Nagler, J., & Tucker, J. (2019). Less than you think: Prevalence and predictors of fake news dissemination on Facebook. Science Advances, 5(1). https://doi.org/10.1126/sciadv.aau4586 Guess, A., Nyhan, B., & Reifler, J. (2018). Selective exposure to misinformation: Evidence from the consumption of fake news during the 2016 US presidential campaign. European Research Council, 9(3), 1–14. Heft, A., Mayerhöffer, E., Reinhardt, S., & Knüpfer, C. (2020). Beyond Breitbart: Comparing right?wing digital news infrastructures in six Western democracies. Policy & Internet, 12(1), 20–45. Holt, K., Ustad Figenschou, T., & Frischlich, L. (2019). Key dimensions of alternative news media. Digital Journalism, 7(7), 860–869. Nelson, J. L., & Taneja, H. (2018). The small, disloyal fake news audience: The role of audience availability in fake news consumption. New Media & Society, 20(10), 3720–3737

Political conversations on Twitter in a disruptive scenario: The role of "party evangelists" during the 2015 Spanish general elections

"This is an Accepted Manuscript of an article published by Taylor & Francis in The Communication Review on 2019, available online: https://www.tandfonline.com/doi/full/10.1080/10714421.2019.1599642"[EN] During election campaigns, candidates, parties, and media share their relevance on Twitter with a group of especially active users, aligned with a particular party. This paper introduces the profile of ¿party evangelists,¿ and explores the activity and effects these users had on the general political conversation during the 2015 Spanish general election. On that occasion, the electoral expectations were uncertain for the two major parties (PP and PSOE) because of the rise of two emerging parties that were disrupting the political status quo (Podemos and Ciudadanos). This was an ideal situation to assess the differences between the evangelists of established and emerging parties. The paper evaluates two aspects of the political conversation based on a corpus of 8.9 million tweets: the retweet- ing effectiveness, and the sentiment analysis of the overall conver- sation. We found that one of the emerging party¿s evangelists dominated message dissemination to a much greater extent.The present research was supported by the Ministerio de Economia y Competitividad [CSO2013-43960-R] [CSO2016-77331-C2-1-R]. The present research was supported by the Ministerio de Economia y Competitividad, Spain, under Grants CSO2013-43960-R ("2015-2016 Spanish political parties' online campaign strategies") and CSO2016-77331-C2-1-R ("Strategies, agendas and discourse in electoral cybercampaigns: media and citizens"). This work was possible thanks to help received from Emilio Giner in his task of extracting the corpus of tweets and from assistance provided by Mike Thelwall and David Vilares in the use of the SentiStrength application. 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