WS 12 2019

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Consolidated programme 2019 overview

Title: Play the villain – learn to fight disinformation with news literacy

Proposals assigned to this session: ID 2, 6, 12, 30, 43, 71, 104, 121, 139, 163 – list of all proposals as pdf

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Session teaser

Live and remote audience play a game posing as the villain that creates disinformation and mine people’s trust by polluting the information ecosystem. Key participants will help find the way towards a healthy relation with the news.

Session description

The lack of news literacy lies at the root of the disinformation or “fake news” crisis. In this workshop, we will work to address the issue and suggest solutions through a game. Both the live and remote audience will play posing as the “bad guy” that creates disinformation, first through impersonation, then by exploiting people’s emotions. The end goal is to be picked up by mainstream media and successfully mine people’s trust by polluting the information ecosystem. Key participants will help find the way from scepticism to a healthy relation with the news, and debrief participants to offer recommendations and resources to help increase news literacy.


Interactive workshop

Further reading

Yrjo Lansipuro

Elena Perotti

  • WAN-IFRA just published a global review of regulatory remedies to the disinformation crisis. More information following the link. Please write to me directly should you have any questions. Tackling disinformation around the world
  • On the relation between news literacy and trust: "Many people hope that increasing overall levels of news literacy will reverse the decline in news trust we see in many countries. This sounds like a reasonable assumption, but (...) news literacy may also go hand in hand with a high degree of scepticism. Even if we focus on news production, the more people know about how the news is made, the more knowledgeable they will be about its limitations and imperfections. This may be why we see only a very small increase in trust levels as news literacy increases. Page 37 of the report
  • Misinformation and Disinformation Unpacked
  • 5 Lessons for Reporting in an Age of Disinformation

First draft news again, on responsibility of individuals:

  • Fake news. It’s complicated.
  • Cairncross review, on the sustainability of high quality journalism, published in the UK in February 2019. See chapter 2 "The changing market for news" and Recommandations, Pag. 94: "Adults, as well as children and young people, need critical literacy skills to navigate the volume of information online, evaluate it, and decide what it means to them".
  • Cairncross review

"Digital literacy should be a fourth pillar of education, alongside reading, writing and maths". Digital, Culture, Media and Sport (DCMS) Committee final report on Disinformation and fake news published in the UK in February 2019

Aslak Gottlieb

Michael J. Oghia

Giacomo Mazzone

Sabrina Vorbau


Until .

Please provide name and institution for all people you list here.

Focal Point

  • Elena Perotti, Executive Director, Public Affairs and Media Policy, WAN-IFRA World Association of Newspapers and News Publishers

Organising Team (Org Team)

  • Clarissa Calderon, Universität Hamburg
  • Amali De Silva-Mitchell
  • Aslak Gottlieb, Media Research and Innovation Center
  • Aleksandar Icokaev, Of counsel DDK, Attorneys at Law, Macedonia
  • Narine Khachatryan, STEM Society
  • Charalampos Kyritsis, YouthDIG Organiser
  • Giacomo Mazzone, EBU-UER European Broadcasting Union
  • Michael J. Oghia, Global Forum for Media Development (GFMD) – Serbia
  • Anna Romandash
  • Luc Steinberg, Centre for Media Pluralism and Media Freedom
  • Nadia Tjahja, Youth Coalition on Internet Governance, Steering Committee Member (WEOG & EEG)
  • Aamir Ullah Khan
  • Chris van Hal, Manager of News in Education,, The Netherlands
  • Sabrina Vorbau, Project Manager European Schoolnet - Belgium

Key Participants

Key Participants are experts willing to provide their knowledge during a session – not necessarily on stage. Key Participants should contribute to the session planning process and keep statements short and punchy during the session. They will be selected and assigned by the Org Team, ensuring a stakeholder balanced dialogue also considering gender and geographical balance. Please provide short CV’s of the Key Participants involved in your session at the Wiki or link to another source.

Ruurd Oosterwoud Founder and executive director DROG How to beat disinformation and fake news? We believe that the best way is to learn by first hand experience. At DROG we vaccinate news consumers to make them immune to online deceit and manipulation. We simulate the creation, spread and impact of disinformation, so that our audience becomes aware of the techniques of deceit.


The moderator is the facilitator of the session at the event. Moderators are responsible for including the audience and encouraging a lively interaction among all session attendants. Please make sure the moderator takes a neutral role and can balance between all speakers. Please provide short CV of the moderator of your session at the Wiki or link to another source.

Remote Moderator

Trained remote moderators will be assigned on the spot by the EuroDIG secretariat to each session.


  • Marco Lotti, Geneva Internet Platform

The Reporter takes notes during the session and formulates 3 (max. 5) bullet points at the end of each session that:

  • are summarised on a slide and presented to the audience at the end of each session
  • relate to the particular session and to European Internet governance policy
  • are forward looking and propose goals and activities that can be initiated after EuroDIG (recommendations)
  • are in (rough) consensus with the audience

Current discussion, conference calls, schedules and minutes

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  • dates for virtual meetings or coordination calls
  • short summary of calls or email exchange

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A short summary of the session will be provided by the Reporter.

Video record

Will be provided here after the event.


Will be provided here after the event.