Methodological Reflections on Observing the (Co-)Construction of (Dis)information Literacy Through Interactions Between Adolescents and Journalists

Derinöz, Sabri;Soultanova, Ralitza
(2025) 11th International Conference on Social Science Methodology — Location: University of Naples Federico II (22.September.2025)

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The growing impact of disinformation in public discourse calls for methodologies to understand the mechanisms enabling citizens, particularly youth, to critically engage with it. This paper presents a reflective methodological framework developed within a European project on disinformation, in which various partners develop workshops with the goal of enhancing students' understanding of current events and the processes of (dis)information. To understand the (co-)construction of (dis)information literacy that happens through the interaction between adolescents’ students and media professionals, the research addresses two core questions: what social interactions characterize these workshops? And, what types of (dis)information-related knowledge are mobilized through these interactions? This approach emphasizes how knowledge is co-constructed in situ through social exchanges, illuminating how attitudes towards disinformation are socially negotiated and mediated by classroom dynamics. Learning, particularly media literacy, is a social process that involves language (Valdivia-Barrios, Pinto-Torres, and Herrera-Barraza, 2018). Media experience and learning increasingly intertwine with adolescents' socialization experiences and general social development. In the process of (media) socialization, adolescents encounter different socialization agents, each influencing the way media literacy is acquired—both in terms of knowledge construction and its practical application (Pfaff-Rüdiger & Riesmeyer, 2016). The aim is therefore to create an observation method, non-participant and semi-structured (Clark et al., 2009), that focuses on “the interactive processes or functional articulation of teaching-learning processes in context,” analyzing all constitutive dimensions of these practices through multiple domains of interaction (emotional and relational, pedagogical and didactic-epistemic) (Altet, 2017). The methodology is thought to be adapted to a participatory approach to enable media professionals and educators to develop reflective perspectives on their own activities. This method should enable participants—trained and guided by a framework and an encoding grid—to observe social interactions, knowledge mobilisation and, at the intersection, the co-construction of knowledge related to (dis)information.
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Derinöz, S., & Soultanova, R. (2025). Methodological Reflections on Observing the (Co-)Construction of (Dis)information Literacy Through Interactions Between Adolescents and Journalists. 11th International Conference on Social Science Methodology, University of Naples Federico II.