Dienst van SURF
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The research examines junk news, followers of problematic sources as well as artificial amplification on Instagram during the 2019 Dutch provincial and European parliamentary elections. First, this study looks at the circulation of junk content in high-engagement political spaces on Instagram. Second, it takes up the question of the mainstreaming of Dutch junk news providers by looking at the intersection between the followers of Dutch political entities and those of junk news sources. Third, it looks at the presence of artificial engagement tactics (specifically fake followers) employed by Dutch political entities and news sources on Instagram. In all it was found that Dutch political Instagram is a relatively healthy space, but not for all issues or political entities.
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This chapter enquires into the resonance of junk news on Twitter during the campaign periods prior to the 2019 Dutch Provincial elections and European Parliamentary elections. Querying Twitter for political topics related to the two elections, and various divisive social issues such as Zwarte Piet and MH17, we analyse the spread and prominence of problematic sources. We also examined the claim that Twitter is susceptible to abuse by bot and troll-like users, and found that troll-like users were active across all political and issue spaces during the Dutch Provincial elections of 2019. Divisive issues remain steadily (even if marginally) active in junk news and tendentious news throughout the tested time frames, suggesting these issues are year-round rather than event-based or seasonal, as they are in the mainstream media.
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The purpose of this research is to find evidence for the assumption that allowing children to create their own news messages is an effective approach to teach them how to distinguish between reliable news and fake news. Three students of the primary teacher training programme of The Hague University of Applied Sciences developed five lessons concerning fake news and five Kahoot! quizzes for each of those lessons. They taught the lessons they developed under the supervision of a primary school teacher and one of their lecturers from the university. A Friedman test on the scores of the Kahoot! quizzes indicate that the children made progress over the course of the study. In addition, it appears that the children appreciated the lessons and that they have learned how news is created and how fake news can be recognised. The outcomes of this study have prompted a larger, international Erasmus+ project. Schools and libraries in three countries will investigate similar innovative blended-learning approaches for pupils between ages 12 to 15.
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