{"id":38299,"date":"2025-03-04T09:26:46","date_gmt":"2025-03-04T08:26:46","guid":{"rendered":"https:\/\/media-and-learning.eu\/?p=38299"},"modified":"2025-03-04T09:26:49","modified_gmt":"2025-03-04T08:26:49","slug":"building-in-gender-sensitivity-as-a-core-media-literacy-competence","status":"publish","type":"post","link":"https:\/\/media-and-learning.eu\/subject\/media-literacy\/building-in-gender-sensitivity-as-a-core-media-literacy-competence\/","title":{"rendered":"Building in Gender Sensitivity as a core media literacy competence"},"content":{"rendered":"\n

by Sylvia Liuti<\/strong> and Martina Morbidini<\/strong>, FORMA.Azione sr, Italy. <\/p>\n\n\n\n

Why develop a Competence Framework<\/a> on Gendered Disinformation for Media and Information Literacy (MIL) Educators? Who are MIL Educators? These relevant questions guided the GenderED Coalition<\/a> project partners in developing and implementing key project activities to tackle online gender disinformation.<\/p>\n\n\n\n

In today\u2019s interconnected world, media not merely reflect what happens in society at large, but have come to play a pivotal role in shaping societal norms<\/strong>, values, and perceptions, by reproducing stereotypes, perpetuating inequality and eroding social justice, especially but not exclusively among younger generations.<\/p>\n\n\n\n

A particularly insidious manifestation of this generative influence is the phenomenon of gendered disinformation<\/strong>– false, misleading, or manipulated information that specifically targets individuals based on gender, and thus disproportionately affecting women and girls, both those in public roles such as politicians, journalists, business leaders, and athletes, and those \u2018common users\u2019 whose voices are further marginalised and easily silenced by targeted attacks.<\/p>\n\n\n\n

Gendered disinformation is more than a problem of spreading misinformation\u2014it is a cultural strategy that works to silence women and marginalised minorities, distort public perception, and hinder gender equality by discouraging their participation in political and social arenas. It is achieved, among other tactics, through the normalisation of sexist language and stereotypes, which further marginalise underrepresented groups.<\/p>\n\n\n

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As highlighted in DisinfoLab\u2019s in Gender-Based Disinformation: Advancing Our Understanding and Response: \u201cGendered disinformation needs to be understood as a pattern rather than a set of isolated episodes\u201d,<\/em> and therefore addressing this issue requires more than reactive measures; it calls for a structured, proactive approach that integrates gender sensitivity into education and information literacy<\/strong>.<\/p>\n\n\n\n

In fact, while social media users are constantly exposed to such harmful environment, key professionals <\/strong>engaged in relevant contents\u2019 production and generation are not always sufficiently well-equipped with appropriate knowledge and competence on how to recognise and contrast<\/strong> online disinformation and hate speech.<\/p>\n\n\n\n

The GenderED Coalition: addressing the gap between MIL Education and Gender Equality Competencies<\/h3>\n\n\n\n

But who are more in need than others to be equipped with such competences to effectively contrast gendered disinformation online? GenderEd Coalition project partners have decided to address MIL educators, meaning primarily professionals, such as teachers, librarians and journalists together with social media practitioners, like influencers, content creators, online activists who have the power to raise awareness of social media users on disinformation online, through their posting activities and online presence.<\/p>\n\n\n\n

Recognising the urgent need to combat gendered disinformation, the GenderED Coalition seeks to bridge the gap between Media and Information Literacy (MIL) education and gender equality expertise through developing a comprehensive Competence Framework on Gendered Disinformation <\/strong>for MIL educators. This framework equips them with the tools to:<\/p>\n\n\n\n