As of October 2023, there were approximately 4.95 billion social media users, constituting 61.4 per cent of the global population (Petrosyan, 2023). Social media, including social networking sites (Facebook, WhatsApp and YouTube etc.) and microblogging sites (Twitter, Instagram and Tumblr etc.), play a vital role in communication, collaboration, relationship-building, and information-sharing. Due to our natural inclination to share information and seek approval, a large quantity of information is created and spread (Irenoa, 2017). Noteworthily, the unregulated nature of social media has led to the widespread dissemination of information, often loaded with biases and prone to misinformation. The easy sharing features of social media platforms, such as “share”, “like”, “forward”, “hashtags”, and “comment”, along with the accessibility of smart devices, contribute to the rapid spread of information (Inazu & Onwih, 2021).
Misinformation, defined as false or inaccurate information, regardless of whether there is intent to deceive (Wu et al., 2019), manifests as rumours, hoaxes, or misleading content, triggering unpleasant emotions, such as depression, anxiety, fear and fostering distrust in authority figures (Rocha et al., 2023). As a result, it causes incompatible behaviors and attitudes of the public (Wu et al., 2019). As the online environment becomes more complex and harder to navigate, doubt and uncertainty continue to grow, with people tending to trust familiar facts over reliable ones. Those creating fake news stories have capitalized on this societal trend to spread misinformation, often with the aim of promoting propaganda or making money (De Paor & Heravi, 2020). Given that the openness of social media largely facilitates the creation and dissemination of misinformation, information professionals should help the public identify false information and equip them with tools for effective navigation of information sources (Finley et al., 2017). They can utilize social media platforms to combat misinformation. In this context, let us explore and discuss how academic libraries contribute to dispelling misinformation through information services and educating users via social media.
Information services
Academic libraries can counter misinformation by sharing resources and LibGuides on social media. Librarians are advised to follow eight general criteria when choosing materials for users, ensuring that the materials are current, accurate, of high quality, relevant and diverse (American Library Association [ALA], 2017a). As a result, users can access the relevant information through reference books, databases and academic journals from reliable and authoritative sources. Social media, such as Facebook and Twitter, not only foster community building and engage with users but also inform users about available resources and services (Palmer, 2014). Biçen and Çolaklar (2015) proposed that librarians can leverage social media to notify users about new materials and provide information on library and research techniques. Therefore, academic librarians can share their selected collections and materials and explain their reasons for selecting materials on social media. For instance, they might refer to a list of reviewing sources on the ALA’s website when purchasing reading materials (ALA, 2017b). Introducing new and reliable information sources on social media strengthens user awareness, enables users to comprehend the rationale behind material selection and recognizes the proactive role of libraries in combating misinformation from the start (Burclaff & Johnson, 2016).
Furthermore, LibGuides can be a valuable tool in combatting misinformation by aiding users in navigating diverse topics and resources (Eva & Shea, 2018). These guides have become increasingly popular in academic libraries worldwide, as many universities integrate them into their library systems (De Paor & Heravi, 2020). LibGuides often offer educational content, tips for evaluating information credibility, and links to fact-checking websites, for example, FactCheck and PolitiFact (Batchelor, 2017). They always advocate for checklist approaches, for example the CRAAP (currency, relevance, authority, accuracy, and purpose) test and “How to Spot Fake News” by the International Federation of Library Associations and Institutions to identify or evaluate news sources (Lim, 2020). Many South African libraries incorporate these approaches in their LibGuides, along with links to evaluation tools, videos, and resources (Bangani, 2021). Promoting LibGuides through social media enhances awareness and knowledge of identifying misinformation. Additionally, libraries utilize their online presence and social media channels to disseminate accurate and reliable information, contributing to a more discerning and media-literate audience.
User Education
For effective decision-making, students need to acquire the ability to access and connect with reliable sources, which demands strong evaluation skills. The skill of critically assessing information is a fundamental concept of information literacy. Academic libraries are crucial in nurturing information literacy, as emphasized in the Framework for Information Literacy for Higher Education (Association of College & Research Libraries, 2015). De Paor and Heravi (2020) defined information literacy as a set of contemporary skills essential for uncovering, accessing, verifying, and accurately interpreting information in an age dominated by abundant misinformation on the internet.
Institutions are increasingly incorporating information literacy programs to enhance this critical skill. Social media can serve as a platform to promote those workshops and seminars. For example, the University of Michigan Library offered a course titled “Fake News, Lies, and Propaganda: How to Sort Fact from Fiction?” in 2017 (Eva & Shea, 2018). Additionally, librarians at Fresno State incorporated information literacy into orientation courses, focusing on themes related to former President Donald Trump (Pun, 2017). Librarians can share these activities on their social media platforms, emphasizing the significance of developing information literacy skills. At River State College, librarians are integrating a course module into classes to equip students with knowledge about the information cycle and skills for evaluating news articles (Auberry, 2018). Academic librarians should involve users in discussions about information literacy through educational initiatives, strengthening their information skills to tackle misinformation in the digital age, where information is widespread on social media.
Besides, academic libraries can embrace social media, shifting their focus from merely promoting library events to actively developing and teaching information literacy skills. According to Kim et al. (2014), 95% of college students use social media as an information source. Burclaff and Johnson (2016) proposed that students, actively involved in creating, curating and sharing information using social media, can effectively learn information literacy skills through social media platforms. Librarians can leverage social media to demonstrate how information professionals authentically connect various information sources, helping them develop effective strategies for seeking information by presenting real-world examples (Klipfel, 2015). Promoting conversations about differences in information shared across different networks assists in cultivating students with enhanced information literacy (Burclaff & Johnson, 2016).
References
American Library Association. (2017a). Selection criteria. http://www.ala.org/tools/challengesupport/selectionpolicytoolkit/criteria
American Library Association. (2017b). Review resources. http://www.ala.org/tools/challengesupport/selectionpolicytoolkit/reviewresources
Ani Petrosyan, A. (2023). Number of internet and social media users worldwide as of October 2023. Statista. https://www.statista.com/statistics/617136/digital-population-worldwide/
Association of College & Research Libraries. (2015). Framework for information literacy for higher education. https://www.ala.org/acrl/standards/ilframework
Auberry, K. (2018). Increasing students’ ability to identify fake news through information literacy education and content management systems. Reference Librarian. 59(4), 179-187. http://doi.org/10.1080/02763877.2018.1489935
Bangani, S. (2021). The fake news wave: Academic libraries’ battle against misinformation during COVID-19. The Journal of Academic Librarianship, 47(5), 102390. https://doi.org/10.1016/j.acalib.2021.102390
Batchelor, O. (2017). Getting out the truth: The role of libraries in the fight against fake news. Reference Services Review, 45(2), 143-148. https://doi.org/10.1108/RSR-03-2017-0006
Biçen Aras, B., & Çolaklar, H. (2015). The role of social media in the promotion of university libraries. Journal of Library and Information Sciences, 3(2), 79-105. http://dx.doi.org/10.15640/jlis.v3n2a5
Burclaff, N., & Johnson, C. R. (2016). Teaching information literacy via social media: An exploration of connectivism. Library Philosophy and Practice, 1-21. http://hdl.handle.net/11603/7343
De Paor, S., & Heravi, B. (2020). Information literacy and fake news: How the field of librarianship can help combat the epidemic of fake news. The Journal of Academic Librarianship, 46(5), 102218. https://doi.org/10.1016/j.acalib.2020.102218
Eva, N., & Shea, E. (2018). Amplify your impact: Marketing libraries in an era of “fake news”. Reference & User Services Quarterly, 57(3), 168-171. https://doi.org/10.5860/rusq.57.3.6599
Finley, W., McGowan, B., & Kluever, J. (2017). Fake news: An opportunity for real librarianship. Illinois Library Association Reporter, 35(3), 8-11. https://www.ila.org/publications/ila-reporter/article/64/fake-news-an-opportunity-for-real-librarianship
Inazu, I. Q., & Onwih, N. E. (2021). Social media and misinformation: The role of libraries. Niger Delta Journal of Library and Information Science, 2(1), 12-21.
Irenoa, K. O. (2017). Use of social media in the generation and diffusion of information during the 2015 general elections in Nigeria [Master’s thesis, Ahmadu Bello University]. Zaria. https://doi.org/10.1017/CBO9781107415324.004
Kim, K. S., Sin, J. S., & Yoo-Lee, E. Y. (2014). Undergraduates’ use of social media as information sources. College & Research Libraries, 75(4), 442-457. https://doi.org/10.5860/crl.75.4.442
Klipfel, K. M. (2015). Authenticity and learning: Implications for reference librarianship and information literacy instruction. College & Research Libraries, 76(1), 19-30. https://doi.org/10.5860/crl.76.1.19
Lim, S. (2020). Academic library guides for tackling fake news: A content analysis. The Journal of Academic Librarianship, 46(5), 102195. https://doi.org/10.1016/j.acalib.2020.102195
Palmer, S. (2014). Characterizing university library use of social media: A Case Study of Twitter and Facebook from Australia. The Journal of Academic Librarianship, 40(6), 611-619. https://doi.org/10.1016/j.acalib.2014.08.007
Pun, R. (2017). Hacking the research library: Wikipedia, Trump, and information literacy in the escape room at Fresno State. Library Quarterly, 87(4), 330-336. https://doi.org/10.1086/693489
Rocha, Y. M., de Moura, G. A., Desidério, G. A., de Oliveira, C. H., Lourenço, F. D., & de Figueiredo Nicolete, L. D. (2023). The impact of fake news on social media and its influence on health during the COVID-19 pandemic: A systematic review. Journal of Public Health, 31(7), 1007-1016. https://doi.org/10.1007/s10389-021-01658-z
Wu, L., Morstatter, F., Carley, K. M., & Liu, H. (2019). Misinformation in social media: definition, manipulation, and detection. SIGKDD Explorations, 21(2), 80-90. https://doi.org/10.1145/3373464.3373475