DigComp 2.2 English questionnaire
1.2 Evaluating data, information and digital content
Knowledge
I understand the difference between disinformation (false information with the intent to deceive people) and misinformation (false information regardless of intent to deceive or mislead people).
Knowledge
I am aware that online environments contain all types of information and content including misinformation and disinformation, and even if a topic is widely reported it does not necessarily mean it is accurate.
Knowledge
I know the importance of identifying who is behind information found on the internet (e.g. on social media) and verifying it by checking multiple sources, to help recognise and understand point of view or bias behind particular information and data sources.
Knowledge
I am aware of potential information biases caused by various factors (e.g. data, algorithms, editorial choices, censorship, one’s own personal limitations).
Knowledge
I know that the term “deep-fakes” refers to AI-generated images, videos or audio recordings of events or persons that did not really happen (e.g. speeches by politicians, celebrity faces on pornographic imagery). They may be impossible to distinguish from the real thing. (AI)
Knowledge
I am aware that AI algorithms might not be configured to provide only the information that the user wants; they might also embody a commercial or political message (e.g. to encourage users to stay on the site, to watch or buy something particular, to share specific opinions). This can also have negative consequences (e.g. reproducing stereotypes, sharing misinformation). (AI)
Knowledge
I am aware that the data, on which AI depends, may include biases. If so, these biases can become automated and worsened by the use of AI. For example, search results about occupation may include stereotypes about male or female jobs (e.g. male bus drivers, female sales persons). (AI)
Skills
I carefully consider the top/first search results in both text-based and audio searches, as they may reflect commercial and other interests rather than be the most appropriate results for the query.
Skills
I know how to differentiate sponsored content from other content online (e.g. recognising advertisements and marketing messages on social media or search engines) even if it is not marked as sponsored.
Skills
I know how to find the author or the source of the information, to verify whether it is credible (e.g. an expert or authority in a relevant discipline).
Skills
I am able to recognise that some AI algorithms may reinforce existing views in digital environments by creating “echo chambers” or “filter bubbles” (e.g. if a social media stream favours a particular political ideology, additional recommendations can reinforce that ideology without exposing it to opposing arguments). (AI)
Skills
I know how to analyse and critically evaluate search results and social media activity streams, to identify their origins, to distinguish fact-reporting from opinion, and to determine whether outputs are truthful or have other limitations (e.g. economic, political, religious interests).
Attitudes
I am inclined to ask critical questions in order to evaluate the quality of online information, and concerned about purposes behind spreading and amplifying disinformation.
Attitudes
I am willing to fact-check a piece of information and assess its accuracy, reliability and authority, while preferring primary sources over secondary sources of information where possible.
Attitudes
I carefully consider the possible outcome before clicking a link. Some links (e.g. compelling titles) could be “clickbait” that takes the user to sponsored or unwanted content (e.g. pornography).
Use Case: Employment Scenario
With help from an employment adviser - I can identify in a list of job portals and apps a friend has found in an employment office’s blog, those that are commonly used because they have credible and reliable job offers.
Use Case: Learning Scenario