Digital citizenship, fake news and misinformation. The relevance of developing civic online reasoning of students and teachers

Introduction: The acceleration of the "networked society" has been dramatic, moving from the hyperlinked internet to the semantic web, where content creation and algorithms are crucial. With these changes, the way we learn has also been changing. This mediatization of contents has reached political and citizen learning, leaving the school with new challenges such as disinformation and electoral polarization. Methodology: A mixed methodology is used, following the guidelines of the Stanford Civic online reasoning project, adapting the History assessments of thinking (HATs), making an adaptation of questions and rubrics, while conducting interviews to key actors. The sample includes 160 Chilean high school students and 9 teachers. Results: It was evidenced that most students show significant difficulties in skills such as lateral reading, fact checking, among others. Discussion: Faced with exercises designed to evaluate skills, students do not make use of civic online reasoning, coinciding with international studies, the use of the SIFT strategy is proposed for its improvement. Conclusions: Interdisciplinary strategies should be created to address the problem from the school system, developing practical material for students.