Before You Share: Understanding Media Literacy and Misinformation

By Gladys Asuquo

We are surrounded by information.

It comes through our phones, television screens, radio, social media feeds, websites and even private conversations. Sometimes it is useful. Sometimes it is wrong. And sometimes, it can be difficult to tell the difference.

A message can sound convincing simply because it has been forwarded many times. A photograph can be real but attached to the wrong story. A short video can leave out important context and give viewers a completely different impression of what happened.

This is why knowing how to engage with information matters.

One of the skills that can help is media literacy.

What is media literacy?

Media literacy is the ability to access, understand, analyse and evaluate the media and information we encounter.

It is not simply about knowing how to use social media or operate a phone. It is about being able to look at information critically and ask questions about it.

Who created this? Where did it come from? What is the evidence? Is the information current? Is it a fact, an opinion or an interpretation? What might be missing?

UNESCO describes media and information literacy as a set of knowledge, skills and practices that allow people to access, analyse, critically evaluate, create and share information and media content responsibly. (UNESCO Documents)

In everyday life, media literacy can be as simple as pausing before forwarding a message and asking: “How do I know this is true?”

That pause can sometimes prevent false information from travelling further.

Not all misleading information is the same

You may have come across the terms misinformation, disinformation and malinformation. They are often used together, but they do not mean exactly the same thing.

Misinformation

Misinformation is false information shared without the intention to cause harm.

For example, someone receives a message claiming that an event has been cancelled. They believe the message is genuine and forward it to their friends. Later, they discover that it was false.

They were wrong, but they were not deliberately trying to deceive anyone.

That is misinformation. (UNESCO)

Now, let’s look at what happens when false information is shared deliberately rather than by mistake. This is where disinformation comes in.

Disinformation

Disinformation is false or misleading information that is deliberately created or shared to deceive or cause harm.

Imagine someone creates a fake announcement and makes it look as though it came from a legitimate organisation. They know it is not genuine but share it anyway, hoping people will believe it.

The intention behind the information is what makes this different from an honest mistake. (UNESCO)

But what if the information being shared is actually true? This brings us to malinformation, where the concern is not whether the information is false, but how and why genuine information is being used.

Malinformation

Malinformation is different again.

It refers to genuine information that is shared with the intention of causing harm. This can include private or revealing information that is deliberately exposed to damage a person or their reputation. (First Draft)

For example, a person’s genuine private information could be made public specifically to embarrass or harm them. The information itself may be true, but the way it is used is harmful.

A genuine photograph can also be placed in a false context. The photograph may be real, but presenting it as evidence of a different event can mislead people.

A simple way to remember the difference is:

Misinformation: false information shared without an intention to cause harm.

Disinformation: false or misleading information deliberately shared to deceive or cause harm.

Malinformation: genuine information shared with the intention of causing harm.

Why can misleading information be difficult to spot?

Because it does not always look false.

A misleading post may contain a real photograph. A false claim may be presented alongside genuine facts. An old news report can be reposted without its original date. A headline may create an impression that the actual article does not support.

Sometimes, the problem is not what is being shown but what has been left out.

This is particularly relevant when information moves quickly. A person may see something, react to it and share it before taking the time to find out where it came from.

And once information has been shared, correcting it can be much harder than spreading it in the first place.

What can we do before sharing?

There is no perfect way to avoid every false claim, but there are some simple habits that can help.

Check the source.

Find out who originally published or shared the information. If it is making an important claim, look for the original source rather than relying on a screenshot or forwarded message.

Look at the date.

Something that happened years ago can easily be made to look recent when it is reposted without context.

Read beyond the headline.

A headline can attract attention, but it may not tell the whole story.

Look for evidence.

Ask what supports the claim. Can it be confirmed through another reliable source?

Be careful with images and videos.

A real image does not automatically prove the claim attached to it. Check whether it actually belongs to the event or situation being described.

Take your time.

If something makes you immediately angry, afraid or excited, that may be a good reason to pause rather than share it straight away.

These are small steps, but they can make a difference.

Media literacy is not about doubting everything

Being media literate does not mean assuming that everything online is false.

It means becoming more comfortable with asking questions.

We all make mistakes. We can misunderstand information, share something before checking it or believe a claim because it came from someone we trust. Media literacy gives us the tools to slow down, examine what we are seeing and make a more informed decision about what to accept and what to share.

It also matters because we are no longer only consumers of information. Many of us create and distribute it too.

A repost, a WhatsApp forward, a caption or a short video can all become part of the information environment around us.

The responsibility, therefore, does not always begin with journalists, governments or technology companies. It can begin with an ordinary person deciding to check something before pressing share.

Sometimes, the most useful media literacy habit is also the simplest:

Pause. Check. Then share.

Resources

For anyone who would like to explore media literacy and information disorder further, the following free resources provide useful starting points:

BBC Media Action – False and Misleading Information

A practical guide that explains some common forms of false and misleading information and offers simple steps for checking information before sharing it. (Lifeline Programming)

UNESCO – Media and Information Literacy

UNESCO’s resources introduce media and information literacy and provide materials for developing critical skills around information and media. (UNESCO Documents)

UNESCO – Media and Information Literacy for Teachers

Free learning materials covering misinformation, disinformation, malinformation and other aspects of information and media literacy. (UNESCO)

First Draft – Understanding Information Disorder

A detailed guide to misinformation, disinformation and malinformation, including how genuine content can be taken out of context and used in misleading ways. (First Draft)