by Deike Schulz, Joyce Kerstens, and Dustin Sajoe, NHL Stenden University of Applied Sciences, The Netherlands.
Disinformation has become part of our daily life, therefore empowering citizens to identify and counter false information is crucial. In the forthcoming book chapter Getting a Grip on Disinformation: From Distrust to Trust Within Learning Communities NHL Stenden UAS Professor Deike Schulz and her colleagues, associate UAS Professor Joyce Kerstens and lecturer researcher Dustin Sajoe jointly investigated how regional learning communities in the Frisian area of the Netherlands can fight disinformation on their own terms and approaches. The project, named “De Pit,” involved three distinct communities working independently to develop their own methods for identifying and addressing disinformation.
The Project: De Pit
Funded by the Dutch SIDN fonds and supported by local experts in digital citizenship from the public organization ‘Fers’ the experimental project “De Pit” ran from September 2022 to September 2023, involving citizens from diverse backgrounds and age groups. The primary goal was to empower these communities to recognise and address disinformation through self-developed rules and roles. The project was guided by Elinor Ostrom’s Institutional Analysis and Development (IAD) framework, which helped understand how these communities functioned and interacted.
Engaging with three local learning communities
The project aimed to equip citizens with the skills to identify and investigate disinformation, thereby enhancing their digital citizenship.
The research was conducted through a multiple case study approach, observing three learning communities: a local library in Drachten, Firda School for Vocational Education, and NHL Stenden University. Data was collected through various means, including surveys, interviews, and focus group sessions. The project emphasised autonomy, allowing each community to develop its own solutions to disinformation.
Specific insights through Case Studies
- The Pit at the Local Library in Drachten
This community focused on local issues, such as neighborhood rumors and social cohesion. Participants, ranging from a retired journalist to a housewife, conducted field research to verify information and address community concerns. Their approach was largely analog, involving street interviews and neighborhood surveys. The project fostered a sense of community and trust among participants.
- The Pit at NHL Stenden University of Applied Sciences
This group consisted of students who used Open Source Intelligence (OSINT) tools to investigate disinformation related to the Russian-Ukrainian war. They developed ground rules for collaboration and conducted online research using tools like the TOR browser. The project emphasised the importance of safe online research practices and critical analysis of information.
- The Pit at Firda School for Vocational Education
Students at Firda School focused on social issues such as (misconception about) poverty and discrimination at school. They conducted interviews and created a podcast to raise awareness about these topics. The project was integrated into their regular curriculum, allowing for focused and intensive collaboration. The students’ personal experiences with poverty added depth to their research.
Findings and Recommendations: No one size fits it all approach
The project revealed several key insights:
- Autonomy and Trust: Participants are given the space to contribute their own ideas and choose research methods that match their personal knowledge and interests. This supports trust and engagement within the learning community.
- Tailored Solutions: There is no standard solution for creating a successful learning community. Different communities developed customised solutions based on their specific issues and needs.
- Critical Thinking: Participants learned to critically analyse information and consider multiple perspectives, aligning them with others.
- Community Building: Building a sense of community during all phases of the project is essential for its success. Especially the roles of individual particpants and common rules around the activities.
Based on the findings Professor Schulz created a ‘Community Learning Roadmap’ for establishing successful learning communities to investigate and counter disinformation. This includes recommendations for creating a trusted environment, providing training on online research and safety, and fostering open communication and collaboration.
“De Pit” project demonstrates that empowering citizens through learning communities can effectively counter disinformation. By fostering critical thinking, trust, and community engagement, it enhances digital citizenship and resilience against false information. The insights gained from this project can serve as a valuable guide for future initiatives aimed at securing democracy in the digital age.
Editor’s note: This article is based on the forthcoming publication (edited volume): Securing Democracies: Defending Against Cyber Attacks and Disinformation in the Digital Age (Cambridge University Press, 2025) https://www.nhlstenden.com/sites/default/files/2025-03/ds_draft_chapter_gettingagripondisinformation_schulz_kerstens_sajoe_def.pdf
Author
Deike Schulz NHL Stenden University of Applied Sciences, The Netherlands.
