What is disinformation?

Disinformation, at its core, is the intentional fabrication or distortion of information, crafted and spread with the explicit intent to deceive or mislead. Key word: intentional.

While misinformation stems from unintentional errors or misunderstanding, disinformation is a calculated maneuver. It might be used to influence public opinion, obscure the truth, or achieve specific objectives — be it political, financial, or social.

In schools, disinformation can be particularly insidious.

It may take the form of baseless rumours about students or staff, skewed interpretations of historical events, or emotionally charged but factually deficient news stories designed to provoke reactions among the school community.

The creators of disinformation often exploit cognitive biases and emotional triggers. By playing on fears, prejudices, or desires, they craft narratives that, while devoid of truth, are psychologically compelling. And, now, armed with multi-modal models, the ability to make false narratives appear real is even easier. Voices and faces can be “deepfaked” both separately, and at the same time.

Disinformation has always existed, but its reach and impact are now amplified.

The purposeful spreading of false information has been a tool of manipulation and influence throughout history. It has never been “good”, its power has just gotten worse.

The advent of digital technology, particularly social media, has exponentially amplified how far — and how quickly — disinformation can be spread. The digital era has democratised information creation and distribution, allowing anyone to broadcast content to a global audience with just a few clicks. This ease of dissemination, coupled with the anonymity that digital platforms can provide, has created the perfect conditions for disinformation to flourish.

The very design of social media prioritises engagement — meaning sensational or controversial content is often amplified, regardless of its veracity.

This environment is ripe for the spread of disinformation, allowing it to quickly reach wide audiences and generate significant impact before any corrective action can be taken. The viral nature of digital content means that once disinformation is released into the digital ecosystem, it is incredibly challenging to contain or correct.

An example of this is the "Pizzagate" conspiracy theory, whereby a misinterpreted email falsely implicated a popular American pizza restaurant in a child sex trafficking ring.

Despite being thoroughly debunked, the conspiracy was widely circulated and led to real-world consequences, including a gunman storming the restaurant to 'investigate' the claims.

This example highlights an even scarier side to disinformation: it can do more than mislead — it can incite actions that have dangerous, real-world consequences.

And this digital world, brimming with unverified information? Our students are living in it, too.

Addressing disinformation requires a comprehensive approach.

Teachers must be equipped not only with the tools to identify and counteract disinformation but also with strategies to rebuild and maintain a trustworthy and supportive learning environment.

In the classroom, this means upskilling students so that they posses the cognitive tools to discern truth from falsehood:

1. Promote media literacy to teach students how to critically analyse information sources, understand context, check for author credibility, and cross-reference facts. Dissect real life examples warning against disinformation.

2. Teach critical thinking. Encourage a questioning mindset. Foster a classroom culture where students feel comfortable questioning the information they encounter, whether in textbooks, online, or in the media. Teach students to differentiate between fact, opinion, and speculation by analysing the language used in text, identifying bias, and looking for evidence that supports or contradicts a claim.

3. Teach digital ethics and emphasise the responsibility that each individual holds in stopping the spread of disinformation.

4. Create a safe environment that encourages open conversations, where students can express concerns or confusion about information they encounter. This can be through structured classroom discussions, anonymous question boxes, or one-on-one conversations.

5. Address controversial topics or news items that may be circulating among students. Provide factual information and guide students on how to analyse and debate these topics critically.

6. Establish protocols for reporting and responding to instances of disinformation. Be prepared to send out communications to parents, hold school-wide discussions, or work with students to create content that counters the disinformation with accurate information.

The task of combating disinformation extends beyond the classroom walls and school halls.

Engaging parents is crucial in creating a united front against the spread of false information.

Parents need to be informed. Workshops or newsletters can be used as tools to educate parents about disinformation more broadly, as well as specific instances of it in the school community. Resources and tools should be offered to parents on how to discuss media literacy and digital ethics at home.

And, if parents are being brought in on the loop, they need to have access to channels through which to raise concerns around examples of disinformation they observe.

If we are going to have a chance at combatting disinformation, we need to understand it — and how it works.

The blend of advanced multi-modal AI systems and social media means we are likely to see more examples of disinformation, more regularly. As educators, parents and students, it is our responsibility to develop a clear understanding of ways to limit its spread and the damage it can have.