Fake news and information literacy: The case of the “Secret School” in an educational context

Abstract

Nowadays, the spread of misinformation and fake news has become a significant challenge. However, these issues are not new phenomena. Throughout history, false narratives, propaganda, and misinformation have manipulated public opinion and reshaped collective memory. Moreover, the rise of digital media and the Internet has broadened the scope and scale of misinformation, creating new challenges for educators and librarians alike. As societies become increasingly interconnected and multicultural, the critical evaluation of information is a vital skill that must be developed through the practice of information literacy. School librarians can play a crucial role in fostering this skill in students. In this context, a pilot educational program, based on the SIFT model (Stop, Investigate the source, Find better coverage, and Trace claims), a practical approach on evaluating digital content, was implemented targeting 56 students from primary (n = 25) and secondary (n = 31) school, as a library information literacy program to educate them about fake news and misinformation. Drawing on this theoretical background, an AI-generated image was created in Photoshop to supposedly represent the “Secret School” (Krifó Scholió in Greek), a widespread myth in Greece that claims Greek children were compelled to attend clandestine schools during the Ottoman occupation. Students completed a questionnaire designed to assess their familiarity with the myth and their critical skills related to fake news and historical misinformation. The survey results revealed that this myth is deeply ingrained in Greek culture. Most students perceived the AI-generated photo as authentic. Their ability to identify historical misinformation and fake news was very low. However, following the librarian-led intervention, students demonstrated increased awareness of misinformation tactics and a more critical approach to assessing sources. These results support the integration of school libraries into information literacy education and highlight the importance of addressing historical myths within the broader context of digital literacy.