{"CACHEDAT":"2026-11-04 07:45:22","DEEPLQUOTAEXCEEDED":false,"TRANSLATEDAT":"","SOURCESIGNATURE":"6af30dc473d817d09360838d91adb403f4330b732b001d1efb1ec7b43ad49566","SLUG":"meta-scientific-literacies-0PRu3PCYPB","MARKDOWN":"# `D1` Open up your mind\n\n## `D1G1`  ==Understand how (mis)information spreads==\n\n### `D1G1O1` Classify information environments through which people encounter (mis)information.\n\n\n:::tip\n* `D1G1O1H1` Identify analogue and digital information environments, i.e. places, platforms, media, and situations in which people encounter information that shapes their viewpoints and actions. =={(ICT & Information Technology; Sociology; First Language & Language of Instruction)}==\n* `D1G1O1H2` Compare digital information platforms in terms of who can publish content.  =={(ICT & Information Technology; Politics; Sociology; Law)}==\n\n:::\n\n### `D1G1O2` Explain mechanisms that shape the visibility of (mis)information items in information environments.\n\n\n:::tip\n* `D1G1O2H1` Explain the role of search engine optimisation (SEO) in shaping search results. =={(Computer Science & Informatics; ICT & Information Technology; Business & Accounting)}==\n* `D1G1O2H2` Investigate what determines information visibility in feeds. =={(Computer Science & Informatics; ICT & Information Technology; Economics)}==\n* `D1G1O2H3` Identify information environments excluded from web crawling. =={(Computer Science & Informatics; ICT & Information Technology)}==\n\n:::\n\n### `D1G1O3` Trace phenomena of amplification to their underlying mechanisms.\n\n\n:::tip\n* `D1G1O3H1` Identify the interplay between hashtag use and ☑ social bot activity in a recent case of trending (e.g. #ClimateScam). =={(Computer Science & Informatics; Sociology; Politics; Psychology)}==\n* `D1G1O3H2` Identify the amplification mechanisms behind a documented case of virality (e.g. Ice Bucket Challenge). =={(Computer Science & Informatics; Sociology; Psychology; Business & Accounting)}==\n* `D1G1O3H3` Identify the amplification mechanisms behind a documented case of spill-over (e.g. the Bixonimania case). =={(Computer Science & Informatics; Sociology; Politics)}==\n\n:::\n\n## `D1G2` ==Find more than what finds you==\n\n### `D1G2O1` Explain that the information people encounter about an SSI may only show part of the picture.\n\n\n:::tip\n* `D1G2O1H1` Describe the effect of algorithmic personalisation on the visibility of information items to individual users. =={(Computer Science & Informatics; ICT & Information Technology; Sociology)}==\n* `D1G2O1H2` Distinguish echo chambers from filter bubbles. =={(Sociology; Computer Science & Informatics; Politics; Psychology)}==\n* `D1G2O1H3` Discuss the unequal access to digital information that access barriers create for different population groups.  =={(Sociology; Geography; Politics; Economics)}==\n\n:::\n\n### `D1G2O2` Detect under-represented source categories in selected information environments.\n\n\n:::tip\n* `D1G2O2H1` Identify the specific aspect of the SSI to investigate. =={(First Language & Language of Instruction; Geography; Biology; Chemistry; Physics)}==\n* `D1G2O2H2` Compare the source categories surfaced for the same SSI across different information environments. =={(ICT & Information Technology; History; First Language & Language of Instruction)}==\n* `D1G2O2H3` Identify source categories missing or marginally represented in the surfaced results. =={(ICT & Information Technology; History; First Language & Language of Instruction)}==\n\n:::\n\n### `D1G2O3` Diversify search strategies across different information environments.\n\n\n:::tip\n* `D1G2O3H1` Adapt search queries to the specific features of the selected information environment. =={(ICT & Information Technology; First Language & Language of Instruction)}==\n* `D1G2O3H2` Refine search queries based on initial results. =={(ICT & Information Technology; First Language & Language of Instruction)}==\n* `D1G2O3H3` Reformulate queries to reach different source categories. =={(ICT & Information Technology; First Language & Language of Instruction; Modern Foreign Languages)}==\n* `D1G2O3H4` Search deliberately for sources that challenge your existing views to counteract confirmation bias. =={(Psychology; ICT & Information Technology; Philosophy; Politics)}== \n\n:::\n\n## `D1G3` ==Check who is behind the information==\n\n### `D1G3O1` Distinguish the primary interests of different source categories.\n\n\n:::tip\n* `D1G3O1H1` List different source categories. =={(History; First Language & Language of Instruction; Politics)}==\n* `D1G3O1H2` Describe the primary interests of typical authors and publishers in each source category. =={(History; Politics; Economics; Business & Accounting)}==\n* `D1G3O1H3` Compare typical communicative intentions across source categories.  =={(First Language & Language of Instruction; History; Politics)}==\n\n:::\n\n### `D1G3O2` Evaluate the source’s trustworthiness.\n\n\n:::tip\n* `D1G3O2H1` Identify the ☑ author or creator of the information item, distinguishing them from the person who shared it, to avoid blind trust in the sender. =={(Psychology; History; First Language & Language of Instruction; ICT & Information Technology)}==\n* `D1G3O2H2` Classify the source by its source category. =={(History; First Language & Language of Instruction; Politics)}==\n* `D1G3O2H3` Identify ☑ pre-publication review practices. =={(First Language & Language of Instruction; Politics; Biology; Chemistry; Physics; Geography; Geology)}==\n* `D1G3O2H4` Explain why a professional-looking surface or domain does not indicate trustworthiness. =={(ICT & Information Technology; Visual Arts & Design; Psychology; Business & Accounting)}==\n* `D1G3O2H5` Evaluate the source’s trustworthiness through lateral reading. =={(History; First Language & Language of Instruction; ICT & Information Technology)}==\n\n:::\n\n## `D1G4` ==Pause before you click==\n\n### `D1G4O1` Identify features designed to attract attention and prompt engagement.\n\n\n:::tip\n* `D1G4O1H1` Identify emotionally charged language in titles, headlines, or snippets. =={(First Language & Language of Instruction; Psychology; Literature)}==\n* `D1G4O1H2` Identify mismatches between images and headlines or snippets. =={(First Language & Language of Instruction; Visual Arts & Design)}==\n* `D1G4O1H3` Verify the authenticity and original context of visual content, using cheapfake and deepfake verification tools and reverse image search. =={(ICT & Information Technology; Computer Science & Informatics; Visual Arts & Design; History)}==\n\n:::\n\n### `D1G4O2` Identify awareness triggers as cues for caution with information items.\n\n\n:::tip\n* `D1G4O2H1` Identify sponsored content markers as awareness triggers for caution with content of potentially non-informational but rather promotional intent. =={(Business & Accounting; First Language & Language of Instruction; Economics; Law)}==\n* `D1G4O2H2` Identify \"breaking news\" labels as awareness triggers for caution with potentially preliminary information. =={(First Language & Language of Instruction; Politics)}==\n* `D1G4O2H3` Identify AI summaries as awareness triggers for caution with possible AI hallucinations. =={(Computer Science & Informatics; ICT & Information Technology)}==\n* `D1G4O2H4` Identify personalisation markers (e.g., \"For You\", \"Top 10\", \"Recommended for you\") as awareness triggers for caution with algorithmically personalised content from a narrowed selection. =={(Computer Science & Informatics; ICT & Information Technology; Business & Accounting)}==\n\n:::\n\n### `D1G4O3` Recognise everyone’s susceptibility to misinformation, including your own, before responding to or sharing information items.\n\n\n:::tip\n* `D1G4O3H1` Identify factors that make anyone susceptible to encountering and sharing misinformation. =={(Psychology; Sociology; Ethics & Moral Studies)}==\n* `D1G4O3H2` Notice strong emotional reactions to an information item to counteract emotional reasoning. =={(Psychology; First Language & Language of Instruction)}==\n* `D1G4O3H3` Postpone reacting or sharing when under time pressure or information overload. =={(Psychology; ICT & Information Technology)}==\n\n:::\n\n### `D1G4O4` Evaluate the relevance of search results or feed posts before engaging with them.\n\n\n:::tip\n* `D1G4O4H1` Assess the topical match between a search result or post and the information need. =={(First Language & Language of Instruction; ICT & Information Technology; Modern Foreign Languages)}==\n* `D1G4O4H2` Assess the currency and source of a search result or post. =={(History; First Language & Language of Instruction; ICT & Information Technology)}==\n* `D1G4O4H3` Identify content formats that prioritise engagement over completeness → clickbait, memes, short formats =={(First Language & Language of Instruction; Visual Arts & Design; Psychology; Economics)}==\n\n:::\n\n# `D2` Be wise & think twice\n\n## `D2G1` ==Skim before you scan & ignore critically==\n\n### `D2G1O1` Assess the relevance of the information item for the SSI investigation.\n\n\n:::tip\n* `D2G1O1H1` Identify mismatches between what the headline, snippet, or thumbnail promised and what the content delivers. =={(First Language & Language of Instruction; Visual Arts & Design; Modern Foreign Languages)}==\n* `D2G1O1H2` Read the summary to assess the topical match between the information item and the SSI topic under investigation. =={(First Language & Language of Instruction; Modern Foreign Languages)}==\n* `D2G1O1H3` Identify the intended audience of the information item from surface cues, e.g. format, register, platform. =={(First Language & Language of Instruction; Modern Foreign Languages; ICT & Information Technology; Business & Accounting)}==\n* `D2G1O1H4` Assess the expected content depth against your information need. =={(First Language & Language of Instruction; Modern Foreign Languages; ICT & Information Technology; Biology; Chemistry; Physics; Geography)}==\n\n:::\n\n### `D2G1O2` Identify the position of the information item.\n\n\n:::tip\n* `D2G1O2H1` Identify the polarising question regarding the SSI that the information item addresses. =={(First Language & Language of Instruction; Modern Foreign Languages; Biology; Chemistry; Physics; Geography; Politics)}==\n* `D2G1O2H2` Classify the information item as arguing for a position or informing about viewpoints based on surface cues. =={(First Language & Language of Instruction; Modern Foreign Languages; Philosophy; Politics)}==\n* `D2G1O2H3` Classify the position of an arguing item as binary (yes/no) or qualified (with conditions, scope, or limits). =={(First Language & Language of Instruction; Philosophy; Politics; Modern Foreign Languages)}==\n\n:::\n\n### `D2G1O3` Cross-check the claim.\n\n\n:::tip\n* `D2G1O3H1` Identify the main claim. =={(First Language & Language of Instruction; Modern Foreign Languages; Philosophy)}==\n* `D2G1O3H2` Check whether the main claim has been reviewed on fact-checking websites. =={(ICT & Information Technology; First Language & Language of Instruction; Politics; History)}==\n* `D2G1O3H3` Check through lateral reading whether the claim is supported by independent sources – especially if it is frequently repeated, to counteract the repetition effect. =={(ICT & Information Technology; First Language & Language of Instruction; History; Psychology)}==\n\n:::\n\n## `D2G2` ==Dig deeper & trust facts, not opinions==\n\n### `D2G2O1` Distinguish between unsupported and supported claims.\n\n\n:::tip\n* `D2G2O1H1` Identify the reason or the lack thereof. =={(First Language & Language of Instruction; Philosophy; Mathematics; Biology; Chemistry; Physics; Geography)}==\n* `D2G2O1H2` Identify the evidence or the lack thereof. =={(First Language & Language of Instruction; Biology; Chemistry; Physics; Geography; Philosophy)}==\n* `D2G2O1H3` Classify the claim as unsupported or supported. =={(First Language & Language of Instruction; Philosophy; Biology; Chemistry; Physics; Geography)}==\n\n:::\n\n### `D2G2O2` Evaluate the relevance of the evidence in relation to the claim.\n\n\n:::tip\n* `D2G2O2H1` Specify the scope and assertion of the claim. =={(First Language & Language of Instruction; Philosophy; Mathematics)}==\n* `D2G2O2H2` Assess the topical fit: whether the evidence addresses the same subject matter as the claim. =={(First Language & Language of Instruction; Philosophy; Biology; Chemistry; Physics; Geography)}==\n* `D2G2O2H3` Assess the scope fit: whether the evidence addresses the same conditions, time frame, or population as the claim. =={(Mathematics; Psychology; Sociology; Biology; Chemistry; Physics; Geography; Philosophy)}==\n* `D2G2O2H4` Assess the logical fit: whether the evidence supports the specific assertion made in the claim. =={(Philosophy; First Language & Language of Instruction; Mathematics; Biology; Chemistry; Physics; Geography)}==\n\n:::\n\n### `D2G2O3` Verify the reliability of the evidence based on scientific standards.\n\n\n:::tip\n* `D2G2O3H1` Identify the source of the evidence within the information item. =={(History; First Language & Language of Instruction; Biology; Chemistry; Physics; Geography)}==\n* `D2G2O3H2` Assess the methodological quality of the evidence, e.g. sample size, representativeness, data type, limitations. =={(Mathematics; Biology; Chemistry; Physics; Geography; Geology; Psychology; Sociology)}==\n* `D2G2O3H3` Examine whether the data are reported without distortion, omission, or misinterpretation. =={(Mathematics; Biology; Chemistry; Physics; Geography; Economics; First Language & Language of Instruction)}==\n* `D2G2O3H4` Assess whether numerical evidence is contextualised with an appropriate baseline, denominator, or comparison. =={(Mathematics; Economics; Geography; Biology; Psychology)}==\n\n:::\n\n### `D2G2O4` Analyse the warrant connecting reason and claim.\n\n\n:::tip\n* `D2G2O4H1` Identify the warrant, i.e. the assumption that connects the reason to the claim. =={(Philosophy; First Language & Language of Instruction; Mathematics; Economics; Biology; Chemistry; Physics; Geography)}==\n* `D2G2O4H2` Assess whether the warrant can be accepted. =={(Philosophy; First Language & Language of Instruction; Mathematics; Biology; Chemistry; Physics; Geography)}==\n* `D2G2O4H3` Evaluate the overall strength of the argument based on the quality of its reason, evidence, and warrant. =={(First Language & Language of Instruction; Philosophy; Biology; Chemistry; Physics; Geography)}==\n\n:::\n\n## `D2G3` ==Read between the lines & spot manipulation==\n\n### `D2G3O1` Identify fallacious argumentation.\n\n\n:::tip\n* `D2G3O1H1` Examine whether the argument avoids ☑ logical fallacies. =={(Philosophy; First Language & Language of Instruction; Mathematics; Politics)}==\n* `D2G3O1H2` Identify fake experts referenced as information sources. =={(History; First Language & Language of Instruction; Biology; Chemistry; Physics; Geography; Psychology)}==\n\n:::\n\n### `D2G3O2` Identify manipulation strategies.\n\n\n:::tip\n* `D2G3O2H1` Identify manipulative use of framing, → e.g. one-sided foregrounding or backgrounding of aspects, misleading metaphors. =={(First Language & Language of Instruction; Literature; Politics; Psychology)}==\n* `D2G3O2H2` Identify manipulative use of rhetorical devices, → e.g. repetition, parallelism, rhetorical questions, loaded comparisons. =={(First Language & Language of Instruction; Literature; Classical Languages; Modern Foreign Languages; Politics)}==\n* `D2G3O2H3` Identify sensational and emotional language, → e.g. superlatives, fear/outrage words, dramatic imagery, urgency cues. =={(First Language & Language of Instruction; Psychology; Literature)}==\n* `D2G3O2H4` Identify manipulative use of visuals, → e.g. selective framing of photos, emotionally charged images, mismatched illustrations, misleading graphs or charts. =={(Visual Arts & Design; Mathematics; History; Psychology; Geography)}==\n* `D2G3O2H5` Identify manipulative use of sound, → e.g. dramatic music, emotionally charged voice tone, selective audio cues. =={(Music; Drama & Theatre; Psychology; First Language & Language of Instruction)}==\n* `D2G3O2H6` Identify mismatches between textual, visual, and auditory elements within the information item. =={(First Language & Language of Instruction; Visual Arts & Design; Music)}==\n\n:::\n\n### `D2G3O3` Identify deceptive tactics.\n\n\n:::tip\n* `D2G3O3H1` Identify omissions, i.e. relevant information that is left out. =={(First Language & Language of Instruction; History; Politics)}==\n* `D2G3O3H2` Identify fabrications, i.e. invented facts, quotes, or data. =={(History; First Language & Language of Instruction; ICT & Information Technology; Mathematics)}==\n* `D2G3O3H3` Identify misrepresentations, i.e. real facts distorted or taken out of context. =={(History; First Language & Language of Instruction; Politics; Mathematics)}==\n* `D2G3O3H4` Identify one-sided presentations that are disguised as neutral reporting. =={(First Language & Language of Instruction; Politics; History)}==\n\n:::\n\n## `D2G4` ==Follow the thread & mind the context==\n\n### `D2G4O1` Map the arguments to the position.\n\n\n:::tip\n* `D2G4O1H1` Identify supporting arguments, i.e. arguments that give reasons why the position holds. =={(First Language & Language of Instruction; Philosophy; Politics; Modern Foreign Languages)}==\n* `D2G4O1H2` Identify limiting arguments, i.e. arguments that define when or where the position does not hold. =={(First Language & Language of Instruction; Philosophy; Politics; Modern Foreign Languages)}==\n* `D2G4O1H3` Identify weighing arguments, i.e. arguments that justify why one side prevails. =={(First Language & Language of Instruction; Philosophy; Politics; Modern Foreign Languages)}==\n* `D2G4O1H4` Identify counter-arguments, i.e. arguments against the position acknowledged within the information item. =={(First Language & Language of Instruction; Philosophy; Politics; Modern Foreign Languages)}==\n* `D2G4O1H5` Classify the argumentation as linear, dual-perspective, or rebuttal-based. =={(First Language & Language of Instruction; Philosophy; Modern Foreign Languages)}==\n* `D2G4O1H6` Verify the initial classification as arguing or informing against the mapped arguments. =={(First Language & Language of Instruction; Philosophy; Politics; Modern Foreign Languages)}==\n\n:::\n\n### `D2G4O2` Assess the coherence of the overall argumentation.\n\n\n:::tip\n* `D2G4O2H1` Assess whether all arguments support the overall position. =={(First Language & Language of Instruction; Philosophy; Modern Foreign Languages)}==\n* `D2G4O2H2` Identify contradictions or logical breaks within the argumentation. =={(Philosophy; First Language & Language of Instruction; Mathematics)}==\n* `D2G4O2H3` Classify the argumentation as coherent, partially coherent, or incoherent. =={(First Language & Language of Instruction; Philosophy; Modern Foreign Languages)}==\n\n:::\n\n### `D2G4O3` Analyse information limitations resulting from audience tailoring.\n\n\n:::tip\n* `D2G4O3H1` Verify the initial identification of the intended audience against the framing and rhetorical devices of the information item. =={(First Language & Language of Instruction; Literature; Business & Accounting; Politics; Sociology)}==\n* `D2G4O3H2` Identify which perspectives are represented and absent. =={(Geography; Politics; Economics; Sociology; Ethics & Moral Studies)}==\n* `D2G4O3H3` Assess potential information limitations expected from the audience tailoring. =={(First Language & Language of Instruction; Politics; Business & Accounting; Sociology)}==\n\n:::\n\n### `D2G4O4` Identify the purpose and motives behind the information item.\n\n\n:::tip\n* `D2G4O4H1` Identify the geographical, cultural, and/or political context in which the information item was created. =={(History; Geography; Politics; Modern Foreign Languages; Sociology)}==\n* `D2G4O4H2` Determine the purpose of the information item based on its source category. =={(History; First Language & Language of Instruction; Politics)}==\n* `D2G4O4H3` Identify potential motives of the author or distributor, e.g. financial benefit, political gain, reputation, ideological commitment. =={(History; Politics; Economics; Business & Accounting; Psychology)}==\n* `D2G4O4H4` Identify who might benefit from the information being believed or spread. =={(Economics; Politics; History; Sociology; Business & Accounting)}==\n\n:::\n\n# `D3` Make up your mind\n\n## `D3G1` ==Check the science & find the consensus==\n\n### `D3G1O1` Assess the degree of scientific consensus on empirical claims related to the SSI.\n\n\n:::tip\n* `D3G1O1H1` Distinguish between central superordinate claims and subordinate ones addressing specific aspects. =={(First Language & Language of Instruction; Philosophy; Biology; Chemistry; Physics; Geography)}==\n* `D3G1O1H2` Compare arguments from multiple scientific sources addressing the same claim. =={(Biology; Chemistry; Physics; Geography; Geology; First Language & Language of Instruction; History)}==\n* `D3G1O1H3` Determine the degree of expert agreement on each claim. =={(Biology; Chemistry; Physics; Geography; Geology; Philosophy)}==\n* `D3G1O1H4` Classify claims as strongly established, moderately established, or contested. =={(Biology; Chemistry; Physics; Geography; Geology; Philosophy)}==\n\n:::\n\n### `D3G1O2` Analyse the scope of scientific uncertainty on the SSI.\n\n\n:::tip\n* `D3G1O2H1` Summarise the established scientific knowledge on the SSI. =={(First Language & Language of Instruction; Modern Foreign Languages; Biology; Chemistry; Physics; Geography; Geology)}==\n* `D3G1O2H2` Classify types of uncertainty where data exist but experts disagree, e.g. incomplete data, model limitations, competing explanations, limited expert discussions. =={(Biology; Chemistry; Physics; Geography; Geology; Philosophy; Mathematics)}==\n* `D3G1O2H3` Identify unresolved questions where data are currently missing. =={(Biology; Chemistry; Physics; Geography; Geology; Philosophy)}==\n* `D3G1O2H4` Explain the effect of uncertainty on the interpretation of evidence. =={(Biology; Chemistry; Physics; Geography; Geology; Philosophy; Mathematics)}==\n\n:::\n\n## `D3G2` ==Map the issue & see the full picture==\n\n### `D3G2O1` Analyse main drivers behind the SSI.\n\n\n:::tip\n* `D3G2O1H1` Identify the main drivers behind the SSI across the different perspectives. =={(Geography; Biology; Chemistry; Physics; Economics; Politics; Sociology)}==\n* `D3G2O1H2` Select the perspectives most relevant for the discussion of this SSI. =={(Geography; Politics; Economics; Sociology; Ethics & Moral Studies)}==\n\n:::\n\n### `D3G2O2` Analyse the impacts of the SSI.\n\n\n:::tip\n* `D3G2O2H1` Identify impacts across the relevant perspectives. =={(Geography; Biology; Chemistry; Physics; Economics; Politics; Sociology)}==\n* `D3G2O2H2` Distinguish short-term and long-term impacts. =={(Geography; Economics; Biology; Geology; Ethics & Moral Studies; Politics)}==\n* `D3G2O2H3` Distinguish local and global impacts. =={(Geography; Politics; Economics; Biology)}==\n* `D3G2O2H4` Distinguish positive and negative impacts. =={(Geography; Economics; Ethics & Moral Studies; Politics; Biology)}==\n\n:::\n\n### `D3G2O3` Analyse proposed responses to the SSI.\n\n\n:::tip\n* `D3G2O3H1` Identify proposed policy measures.  =={(Politics; Law; Economics; Geography)}==\n* `D3G2O3H2` Identify technological alternatives. =={(Technology & Engineering; Physics; Chemistry; Biology; Geography)}==\n* `D3G2O3H3` Identify nature-based solutions. =={(Biology; Geography; Geology; Chemistry)}==\n* `D3G2O3H4` Identify proposed behavioural or societal changes. =={(Sociology; Psychology; Ethics & Moral Studies; Politics; Economics; Home Economics & Food Studies; Geography)}==\n* `D3G2O3H5` Compare proposed responses in terms of feasibility.  =={(Politics; Economics; Technology & Engineering; Law; Geography)}==\n\n:::\n\n## `D3G3` ==Trace the viewpoints & weigh the trade-offs==\n\n### `D3G3O1` Analyse the controversy and its stakeholders.\n\n\n:::tip\n* `D3G3O1H1` Characterise the nature of the controversy – scientific, ethical, political, economic, cultural, or mixed. =={(Politics; Philosophy; Ethics & Moral Studies; Economics; Sociology; Geography)}==\n* `D3G3O1H2` Identify stakeholder groups active in the SSI discourse. =={(Politics; Sociology; Economics; Geography; Business & Accounting)}==\n* `D3G3O1H3` Identify the perspectives – nature-centred, individual, social, economic, political, or scientific – that each stakeholder group brings into the discourse. =={(Geography; Politics; Economics; Sociology; Ethics & Moral Studies)}==\n\n:::\n\n### `D3G3O2` Collect viewpoints on the SSI across stakeholders.\n\n\n:::tip\n* `D3G3O2H1` Identify positions taken by different stakeholder groups. =={(Politics; First Language & Language of Instruction; Sociology; Geography; Modern Foreign Languages)}==\n* `D3G3O2H2` Classify the arguments of each stakeholder group by their evidence: data-based empirical evidence vs. supporting values, interests, emotions, or personal experience. =={(Philosophy; First Language & Language of Instruction; Ethics & Moral Studies; Psychology; Politics)}==\n* `D3G3O2H3` Discuss the legitimacy of arguments based on values, interests, emotions, or personal experience, which cannot be checked against the scientific knowledge base. =={(Ethics & Moral Studies; Religious Education & Religious Studies; Philosophy; Psychology; Politics; Sociology; First Language & Language of Instruction; Modern Foreign Languages)}==\n\n:::\n\n### `D3G3O3` Analyse viewpoints against the scientific knowledge base.\n\n\n:::tip\n* `D3G3O3H1` Identify omissions in how the viewpoints represent established knowledge and uncertainty. =={(Biology; Chemistry; Physics; Geography; Geology; Philosophy; First Language & Language of Instruction)}==\n* `D3G3O3H2` Identify exaggerations in how the viewpoints represent established knowledge and uncertainty. =={(Biology; Chemistry; Physics; Geography; Geology; Philosophy; First Language & Language of Instruction)}==\n* `D3G3O3H3` Assess whether the viewpoints proportionally represent the degree of scientific certainty and uncertainty. =={(Biology; Chemistry; Physics; Geography; Geology; Philosophy; First Language & Language of Instruction)}==\n* `D3G3O3H4` Classify the viewpoints as strongly aligned, partially aligned, or weakly aligned with the current scientific knowledge base. =={(Biology; Chemistry; Physics; Geography; Geology; Philosophy)}==\n\n:::\n\n### `D3G3O4` Analyse the trade-offs between perspectives embodied by each viewpoint.\n\n\n:::tip\n* `D3G3O4H1` Identify the perspectives a viewpoint prioritises – nature-centred, individual, social, economic, political, or scientific. =={(Geography; Politics; Economics; Sociology; Ethics & Moral Studies)}==\n* `D3G3O4H2` Identify the perspectives a viewpoint deprioritises or ignores – nature-centred, individual, social, economic, political, or scientific. =={(Geography; Politics; Economics; Sociology; Ethics & Moral Studies)}==\n* `D3G3O4H3` Compare how different viewpoints prioritise and deprioritise perspectives differently. =={(Geography; Politics; Economics; Sociology; Ethics & Moral Studies; Philosophy)}==\n\n:::\n\n## `D3G4` ==Take your stand & own your position==\n\n### `D3G4O1` Clarify your own values and concerns regarding the SSI.\n\n\n:::tip\n* `D3G4O1H1` Identify your personal relation to the SSI.  =={(Ethics & Moral Studies; Religious Education & Religious Studies; Psychology; Philosophy; Geography)}==\n* `D3G4O1H2` Identify personal needs and interests that affect your viewpoint.  =={(Psychology; Ethics & Moral Studies; Economics; Philosophy; Religious Education & Religious Studies)}==\n* `D3G4O1H3` Identify the values you want to guide your reasoning on this SSI. =={(Ethics & Moral Studies; Religious Education & Religious Studies; Philosophy; Politics; Sociology)}==\n\n:::\n\n### `D3G4O2` Form your viewpoint by weighing evidence, values, and trade-offs.\n\n\n:::tip\n* `D3G4O2H1` Weigh the scientific evidence against your personal needs and interests. =={(Ethics & Moral Studies; Philosophy; Biology; Chemistry; Physics; Geography; Psychology)}==\n* `D3G4O2H2` Weigh the trade-offs across the perspectives – nature-centred, individual, social, economic, political, or scientific. =={(Ethics & Moral Studies; Philosophy; Geography; Politics; Economics; Sociology)}==\n* `D3G4O2H3` Formulate your position as binary (yes/no) or qualified (with conditions, scope, or limits). =={(First Language & Language of Instruction; Politics; Philosophy; Ethics & Moral Studies; Modern Foreign Languages)}==\n* `D3G4O2H4` Identify the basis of your viewpoint: intuition, critically analysed information, or scientific knowledge. =={(Philosophy; Psychology; Ethics & Moral Studies; Biology; Chemistry; Physics; Geography)}==\n* `D3G4O2H5` Acknowledge the resulting quality of your viewpoint: an unexamined opinion, a critically informed position, or a scientifically substantiated judgement. =={(Philosophy; Politics; Ethics & Moral Studies; Biology; Chemistry; Physics; Geography)}==\n\n:::\n\n### `D3G4O3` Situate your viewpoint within the SSI discourse.\n\n\n:::tip\n* `D3G4O3H1` Identify the alignment of your viewpoint with existing viewpoints. =={(Politics; Sociology; Philosophy; Ethics & Moral Studies)}==\n* `D3G4O3H2` Identify the representation of your viewpoint in the public discourse. =={(Politics; Sociology; First Language & Language of Instruction)}==\n* `D3G4O3H3` Review counter-arguments and their evidence. =={(First Language & Language of Instruction; Philosophy; Politics; Biology; Chemistry; Physics; Geography; Modern Foreign Languages)}==\n\n:::\n\n### `D3G4O4` Reassess your viewpoint when new information or arguments emerge.\n\n\n:::tip\n* `D3G4O4H1` Monitor new scientific findings and developments on the SSI.  =={(Biology; Chemistry; Physics; Geography; Geology; ICT & Information Technology; First Language & Language of Instruction)}==\n* `D3G4O4H2` Revise your viewpoint when the basis for change is strong enough. =={(Philosophy; Psychology; Ethics & Moral Studies; Politics; Biology; Chemistry; Physics; Geography)}==\n\n:::\n\n# `D4` Speak out & take action\n\n## `D4G1` ==Inform objectively==\n\n### `D4G1O1` Tailor your information to the target audience without distorting it.\n\n\n:::tip\n* `D4G1O1H1` Assess the audience's prior knowledge of the SSI. =={(First Language & Language of Instruction; Modern Foreign Languages; Business & Accounting; Psychology)}==\n* `D4G1O1H2` Reduce the content complexity without omitting relevant uncertainty. =={(First Language & Language of Instruction; Modern Foreign Languages; Biology; Chemistry; Physics; Geography; Psychology)}==\n* `D4G1O1H3` Adapt linguistic features to the audience, → e.g. register, vocabulary, technical terms. =={(First Language & Language of Instruction; Modern Foreign Languages; Biology; Chemistry; Physics; Geography)}==\n* `D4G1O1H4` Select visual features that support comprehension. =={(Visual Arts & Design; ICT & Information Technology; Mathematics; Geography; First Language & Language of Instruction)}==\n* `D4G1O1H5` Select auditory features that support comprehension. =={(Music; Drama & Theatre; First Language & Language of Instruction; ICT & Information Technology)}==\n* `D4G1O1H6` Select the information environment the audience uses. =={(ICT & Information Technology; First Language & Language of Instruction; Sociology; Business & Accounting)}==\n* `D4G1O1H7` Recommend opportunities for further engagement with the SSI to the audience. =={(Politics; Sociology; Geography; First Language & Language of Instruction)}==\n* `D4G1O1H8` Verify that the adapted message remains consistent with the evidence. =={(Biology; Chemistry; Physics; Geography; Mathematics; Philosophy; First Language & Language of Instruction)}==\n\n:::\n\n### `D4G1O2` Present opposing viewpoints transparently.\n\n\n:::tip\n* `D4G1O2H1` Organise the arguments and supporting evidence for each position. =={(First Language & Language of Instruction; Philosophy; Politics; Modern Foreign Languages; Biology; Chemistry; Physics; Geography)}==\n* `D4G1O2H2` Report facts in their context. =={(First Language & Language of Instruction; History; Politics; Modern Foreign Languages)}==\n* `D4G1O2H3` Refer to sources. =={(First Language & Language of Instruction; History; ICT & Information Technology; Biology; Chemistry; Physics; Geography)}==\n\n:::\n\n## `D4G2` ==Argue persuasively==\n\n### `D4G2O1` Define your message.\n\n\n:::tip\n* `D4G2O1H1` Formulate a clear statement on the SSI in a single sentence. =={(First Language & Language of Instruction; Modern Foreign Languages; Philosophy; Politics)}==\n* `D4G2O1H2` Identify a hook to grab the recipients’ attention. =={(First Language & Language of Instruction; Business & Accounting; Psychology; Modern Foreign Languages; Literature)}==\n* `D4G2O1H3` Provide background information on the SSI. =={(First Language & Language of Instruction; Modern Foreign Languages; Biology; Chemistry; Physics; Geography; History)}==\n* `D4G2O1H4` Select arguments that support your message. =={(First Language & Language of Instruction; Philosophy; Politics; Modern Foreign Languages)}==\n* `D4G2O1H5` Select supporting evidence for each argument. =={(First Language & Language of Instruction; Philosophy; Biology; Chemistry; Physics; Geography)}==\n* `D4G2O1H6` Build the argumentative chain from evidence via arguments to the message. =={(First Language & Language of Instruction; Philosophy; Mathematics; Politics; Modern Foreign Languages)}==\n\n:::\n\n### `D4G2O2` Tailor your argument to the perspectives the target audience prioritises.\n\n\n:::tip\n* `D4G2O2H1` Identify the audience's existing viewpoint on the SSI. =={(First Language & Language of Instruction; Politics; Sociology; Psychology; Modern Foreign Languages)}==\n* `D4G2O2H2` Identify the perspectives the audience prioritises – nature-centred, individual, social, economic, political, or scientific. =={(Geography; Politics; Economics; Sociology; Ethics & Moral Studies)}==\n* `D4G2O2H3` Frame the SSI through the perspectives the audience prioritises. =={(First Language & Language of Instruction; Literature; Politics; Psychology)}==\n* `D4G2O2H4` Select arguments that address these perspectives. =={(First Language & Language of Instruction; Philosophy; Politics; Modern Foreign Languages)}==\n* `D4G2O2H5` Adapt linguistic features to the audience, → e.g. register, vocabulary, tone. =={(First Language & Language of Instruction; Modern Foreign Languages; Literature; Politics)}==\n* `D4G2O2H6` Adapt rhetorical devices to the audience without using manipulation strategies. =={(First Language & Language of Instruction; Literature; Classical Languages; Modern Foreign Languages; Politics; Ethics & Moral Studies)}==\n* `D4G2O2H7` Adapt visual features to the audience without manipulative use of visuals. =={(Visual Arts & Design; ICT & Information Technology; Mathematics; Psychology; First Language & Language of Instruction)}==\n* `D4G2O2H8` Adapt auditory features to the audience without manipulative use of sound. =={(Music; Drama & Theatre; Psychology; First Language & Language of Instruction; ICT & Information Technology)}==\n* `D4G2O2H9` Formulate a call to action that is feasible for the audience. =={(First Language & Language of Instruction; Politics; Business & Accounting; Psychology)}==\n* `D4G2O2H10` Select the information environment with the greatest reach within the audience. =={(ICT & Information Technology; First Language & Language of Instruction; Politics; Business & Accounting; Law)}==\n\n:::\n\n### `D4G2O3` Anticipate feedback and reactions.\n\n\n:::tip\n* `D4G2O3H1` Identify likely counter-arguments. =={(First Language & Language of Instruction; Philosophy; Politics; Modern Foreign Languages)}==\n* `D4G2O3H2` Research the evidence behind the counter-arguments. =={(First Language & Language of Instruction; Philosophy; Politics; Biology; Chemistry; Physics; Geography; ICT & Information Technology)}==\n* `D4G2O3H3` Assess the validity of the counter-arguments. =={(Philosophy; First Language & Language of Instruction; Mathematics; Biology; Chemistry; Physics; Geography)}==\n* `D4G2O3H4` Develop responses to the counter-arguments. =={(First Language & Language of Instruction; Philosophy; Politics; Modern Foreign Languages; Drama & Theatre)}==\n\n:::\n\n## `D4G3` ==Build resilience==\n\n### `D4G3O1` Map misinformation circulating about an SSI.\n\n\n:::tip\n* `D4G3O1H1` Compile examples of misinformation circulating about the SSI. =={(ICT & Information Technology; First Language & Language of Instruction; Politics; Biology; Chemistry; Physics; Geography)}==\n* `D4G3O1H2` Classify each example by claim, format, source, and circulation context. =={(First Language & Language of Instruction; History; ICT & Information Technology; Politics; Sociology)}==\n* `D4G3O1H3` List the fallacious argumentation, manipulation strategies, or deceptive tactics in use.  =={(First Language & Language of Instruction; Psychology; Politics; Philosophy; History; Literature)}==\n* `D4G3O1H4` Analyse the target audiences likely to be reached or affected. =={(Sociology; Psychology; Politics; Business & Accounting; First Language & Language of Instruction)}==\n* `D4G3O1H5` Prioritise examples according to reach, harm, and relevance to the SSI. =={(Politics; Ethics & Moral Studies; Sociology; Mathematics)}==\n\n:::\n\n### `D4G3O2` Debunk circulating misinformation about an SSI.\n\n\n:::tip\n* `D4G3O2H1` Select a specific instance of misinformation to address. =={(First Language & Language of Instruction; Politics; Biology; Chemistry; Physics; Geography)}==\n* `D4G3O2H2` Identify the fallacious argumentation, manipulation strategies, or deceptive tactics behind it.  =={(First Language & Language of Instruction; Psychology; Politics; Philosophy; History; Literature)}==\n* `D4G3O2H3` Compile accurate counter-information from verified sources.  =={(Biology; Chemistry; Physics; Geography; ICT & Information Technology; First Language & Language of Instruction; History)}==\n* `D4G3O2H4` Develop a correction exposing the fallacious argumentation, manipulation strategies, or deceptive tactics alongside accurate information. =={(First Language & Language of Instruction; Psychology; Biology; Chemistry; Physics; Geography; Politics; ICT & Information Technology)}==\n* `D4G3O2H5` Distribute the correction in an appropriate information environment. =={(ICT & Information Technology; First Language & Language of Instruction; Politics; Business & Accounting; Law)}==\n\n:::\n\n### `D4G3O3` Prebunk misinformation about an SSI.\n\n\n:::tip\n* `D4G3O3H1` Identify target audiences likely to be vulnerable to misinformation about an SSI. =={(Psychology; Sociology; Politics; Business & Accounting; First Language & Language of Instruction)}==\n* `D4G3O3H2` Anticipate fallacious argumentation, manipulation strategies, or deceptive tactics these target audiences are likely to encounter.  =={(First Language & Language of Instruction; Psychology; Politics; Philosophy; History; Literature)}==\n* `D4G3O3H3` Develop forewarning content exposing ways of misleading.  =={(First Language & Language of Instruction; Psychology; Politics; Visual Arts & Design; ICT & Information Technology)}==\n* `D4G3O3H4` Adapt the content to different vulnerable target audiences. =={(First Language & Language of Instruction; Modern Foreign Languages; Business & Accounting; Sociology; Psychology)}==\n* `D4G3O3H5` Distribute the content in appropriate information environments ahead of likely exposure. =={(ICT & Information Technology; First Language & Language of Instruction; Politics; Business & Accounting; Law)}==\n\n:::\n\n## `D4G4` ==Walk the talk==\n\n### `D4G4O1` Assess your local community's needs regarding the SSI.\n\n\n:::tip\n* `D4G4O1H1` Identify SSI-relevant concerns in your local community. =={(Geography; Politics; Sociology; Biology)}==\n* `D4G4O1H2` Consult local stakeholders about their information needs. =={(Politics; Sociology; First Language & Language of Instruction; Geography)}==\n* `D4G4O1H3` Identify gaps in local engagement with the SSI. =={(Politics; Sociology; Geography)}==\n* `D4G4O1H4` Prioritise needs by reach or relevance. =={(Politics; Sociology; Ethics & Moral Studies; Economics)}==\n\n:::\n\n### `D4G4O2` Carry out a service-learning project addressing the identified needs.\n\n\n:::tip\n* `D4G4O2H1` Plan an analogue intervention (e.g., workshop, public event, exhibition, citizens' panel). =={(Politics; Business & Accounting; Visual Arts & Design; Drama & Theatre; First Language & Language of Instruction; Practical & Vocational Skills)}==\n* `D4G4O2H2` Coordinate with local partners (e.g., libraries, schools, community organisations, local media). =={(Politics; Business & Accounting; First Language & Language of Instruction; Sociology; Practical & Vocational Skills)}==\n* `D4G4O2H3` Implement the project with the community. =={(Politics; Practical & Vocational Skills; Business & Accounting; Ethics & Moral Studies; Religious Education & Religious Studies; Sociology)}==\n\n:::\n\n### `D4G4O3` Reflect on the service-learning experience.\n\n\n:::tip\n* `D4G4O3H1` Document observed responses to the project. =={(First Language & Language of Instruction; Sociology; Psychology; ICT & Information Technology)}==\n* `D4G4O3H2` Compare outcomes against the identified needs. =={(Politics; Business & Accounting; Sociology; Mathematics)}==\n* `D4G4O3H3` Identify lessons for future engagement. =={(Politics; Ethics & Moral Studies; Practical & Vocational Skills; Psychology; First Language & Language of Instruction)}==\n* `D4G4O3H4` Share reflections with project partners. =={(First Language & Language of Instruction; Business & Accounting; Politics; ICT & Information Technology)}==\n\n:::","HTML":"<p>Uebersetzung konnte aktuell nicht geladen werden.</p>","UPDATEDAT":"2026-10-27T20:12:45.605Z","LANG":"nl","ID":"783cfe42-c293-4054-adf2-49d3e02286c6","DEEPLRETRYAFTER":"2026-11-04 13:45:22","TITLE":"Meta-Scientific Literacies","SOURCELANG":"en"}