Policy responses to misinformation and disinformation challenges should promote equitable digital inclusion supports that contribute to source triangulation practice. Source triangulation refers to information validation through research, assessment and comparison of multiple sources with the aim of finding credible commonality. As individuals learn source triangulation skills, they develop one part of a multi-layered information literacy education, which might also include learning to navigate user interfaces, search results, and big data. As a strategy for addressing misinformation and disinformation challenges, source triangulation could complement content moderation efforts by platforms, concurrently supporting user agency. One place to begin when teaching source triangulation is with Stanford University’s “Civic Online Reasoning” project, which emphasizes various information literacy skills including “lateral reading.” When online, this skill involves reading across various sources (perhaps opening multiple tabs in a browser) to assess and corroborate information before determining the credibility of any single source. The National Digital Inclusion Alliance defines digital inclusion as “the activities necessary to ensure that all individuals and communities, including the most disadvantaged, have access to and use of Information and Communication Technologies” (digitalinclusion.org). Policy efforts emphasizing connections between technology and education often prioritize access. These efforts must continue to close digital divides and should be expanded to address digital inclusion goals that include supports for individuals as they learn to use technologies. This paper offers two policy recommendations: 1) Government agencies connecting education and technology should develop a vision for the future of digital inclusion prioritizing the use of technologies (in addition to access), emphasizing information literacy supports, with a specific focus on source triangulation outcomes. 2) Complement the efforts of the National Digital Inclusion Alliance through funding that will deliver information literacy supports via libraries and schools, as well as through non/for-profit platform and infomediation programs. Policy responses should ensure a distributive justice approach to resource allocation, acknowledging the experiences of marginalized and vulnerable communities. Furthermore, misinformation and disinformation challenges should be conceptualized as extending far beyond the “news,” and should also include, for example, biased data sets, algorithms, and data-driven decision-making that can contribute to big data discrimination. Policy must acknowledge and address the complexities associated with deteriorating information environments, especially for individuals most likely to experience harm. While this paper presents policy recommendations in a U.S. context, the proposals will hopefully contribute a model for efforts internationally. Indeed, as the United Nations works to close digital divides and promote connectivity that is meaningful, it is vital that international digital inclusion initiatives prioritize the vision and the funding to support individuals as they attempt to distinguish between fact, fallacy, and fake.
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