MEDIA EDUCATION AND ITS ROLE IN COMBATING FALSE NEWS AND RUMORS

Received: 13.09.2021; Revised: 22.10.2021, Accepted: 18.11.2021, Published Online: 08.12.2021

Majed Numan AlKhudari

Associate Professor of Digital Media, Applied Science Private University

Dr. Mohammad Kamel Al Quraan

Assistant professor, Department of Digital Media, Applied Science Private University

Dr. Khaled  Mahmoud   Hailat

Assistant professor, Faculty of Mass Communication, Yarmouk University

Abstract:

The term media education is one of the new terms that emerged with the emergence and spread of the media, and this term became in circulation with the emergence of the Internet and the spread of cellular phones linked to this network. The urgent need for the dissemination of media education has emerged due to the wide spread of media and technology during the twentieth century and the increasing follow-up and use of social media and reliance on social media to obtain information. Even the media, especially online means such as social media, have become the main source through which the public is provided with news and information, and have outperformed the traditional media in providing the public with news and information. To verify news and its sources, distinguish between news and rumors, and be able to analyze the content of these means and what is published through them. The interest in media education was evident through UNESCO in 1982, when the organization devoted a number of seminars to discussing media education. In 2001, UNESCO distributed a questionnaire related to media education. The questionnaire was distributed in fifty-two countries and addressed three basic issues: media education in schools in terms of scope, objectives, foundations, concepts, current data, the nature of assessment and the role of production by students. the involvement of media organizations and media regulators in media education; the role of informal youth groups; and teacher education data. Developing media education in terms of researching and evaluating media education data; the main needs of teachers; obstacles to future development; and potential contribution to UNESCO. In Europe, the interest in the issue of media education was clear, unlike what happened in the Arab countries, which are still not interested in this issue despite its importance and despite studies indicating that Arab peoples are advanced in following up on social networking sites, which have become a major component of the media components.

In this regard, Britain was one of the pioneer countries in this field, followed by rance, Germany and the Netherlands, where the growing interest in media education was  hrough training students to deal with the media and by working on media literacy, as I am a country like Australia that has placed media education within the compulsory curriculum for students. In the Arab world, Jordan was the first Arab country to include media education in school curricula. The Jordanian government formed a team to follow up on the media and information literacy project, in cooperation between the Ministry of Education and the Jordan Media Institute. The interest in media education came on the grounds that it has become an integral part of human life in the current era, which is described as the era of communication and information, the era in which the globe became a small village thanks to the means of communication that enabled man in the east of the earth to know the news of man in the west. Within minutes, the study of media education became of great importance.

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