The increasingly sophisticated production and dissemination of fake news and disinformation in online environments poses an increasing threat to social and democratic structures. Several contemporary developments around the world highlighted the importance of teaching and learning about disinformation already at a young age in school. The popularity of social media, the facilitated access to digital information, the diversification in the use of ICT-supported tools and the ease of spreading and consuming information, requires an urgent strengthening of pupil’s digital competencies (Loveless & Williamson, 2013; Burnett & Merchant, 2011).

The term disinformation (or fake news) is used, when “false information is knowingly shared to cause harm” (Wardle & Derakhshan, 2017, 5). Recognising disinformation is particularly difficult for young people, as online information is trusted more than traditional media and disinformation is made increasingly trustworthy by emotionalising it (Buchner, 2023). Studies show that young people are more willing to share content if it aligns with their interests, regardless of its truthfulness. Further, the appearance of newsworthy information ensures that information will be shared with other young people, regardless of the nature of the content (Herrero-Diz et al., 2020). This emphasises the necessity that young people should be able to use the internet confidently, ask questions, find needed information, critically evaluate this information, combine information from different sources and share the gained knowledge with others (Loos et al., 2018).

Therefore, pupils need educational offers that promote both digital competencies and critical awareness of fake news (Buchner, 2023). Since the skills and knowledge required for educational interventions span a range of areas, the term multiliteracy is helpful as an "umbrella term encompassing concepts such as media literacy, visual literacy and advertising literacy" (Kangas & Rasi, 2021, 3). Further, to address meaningful educational activities, pedagogical approaches are needed that allow pupils to develop their multiliteracy competencies in authentic ways.

For this reason, this research proposes using a phenomenon-based learning approach to address counteracting disinformation and to support the development of multiliteracies in secondary schools. Phenomenon-based learning is said to train a diversity of required multiliteracies (Kangas & Rasi, 2021) as well as to build resilience to disinformation. The model focuses on learners investigating and solving problems using their own research questions. Phenomenon-based learning suggests that pupils seek information independently, evaluate and compare sources of information and summarise their findings creatively using digital tools. Pupils learn the basics of digital competencies in interdisciplinary project lessons together with different subject teachers. Teachers are seen as facilitators that encourage their pupils (Lonka, 2018). Phenomenon-based learning has potential to increase the diversity of pedagogical approaches through transdisciplinary subject teaching as well as to support teachers to address specific needs of individual pupils with varying prior knowledge.

According to the results of the previous step of this PhD project, the training of pupils’ multiliteracies should be implemented with a cross-curricular, mandatory and reoccurring approach, so that these skills can be supported in all subjects, starting from the pupils’ age of 10 (Fasching & Schubatzky, 2022). In the current phase of the research, the implementation of phenomenon-based learning is accompanied and evaluated to test the practicality in secondary schools and to incorporate the teachers' feedback into the further development of the concept. In a future step, feedback from pupils will also be considered for a potential implementation in the curriculum of basic digital education in Austria.

The leading research question of this presentation is, how suitable seems 'phenomenon-based learning of multiliteracy against disinformation' for teachers in practical implementation in Austrian’s secondary schools?

This research aimed to investigate phenomenon-based learning to counteract disinformation in secondary schools. Results from qualitative semi-structured in-depth interviews will be presented with teachers (n= 6) of pilot classes after the implementation of phenomenon-based learning (Helfferich, 2014; Vaughn et al., 1996). The interviews were examined with a qualitative content analysis to ground this analysis of teaching and learning to counteract disinformation (Mayring, 2004). A differentiation of rural and urban schools helped to better understand local needs in secondary schools. Limitations may arise from the focus on a small number of pilot classes (including teachers and pupils), the conscious selection of schools, the incomplete coverage of the target group of pupils and teachers and the focus on only one federal district in Austria (Styria). All aspects regarding ethics and GDPR were considered.

I conclude with a proposal on the educational consequences, pedagogical approaches and requirements of involved stakeholders. The results show that teachers thought that phenomenon-based learning might be a suitable pedagogical approach for teaching multiliteracies in classrooms for 10-14 year old pupils. Teachers highlighted that the implementation of phenomenon-based learning can help pupils to understand the importance of verifying information and to develop required skills to evaluate the credibility of sources. They stress that training of multiliteracies, such as evaluating sources, pupils might be better prepared to respond to disinformation. The results show that teachers identified the flexibility in implementing phenomenon-based learning of multiliteracy as an advantage. Teachers emphasised that this form of teaching promotes independence and self-organisation among pupils. In addition, synergies in the division of labour among teachers can lead to facilitation. Teachers criticised the lack of best practice examples as assistance for guidance and also the difficulty of convincing colleagues for a joint project. Teachers also asked for a collection of potential digital tools that can be used without risking copyright violations. To improve phenomenon-based learning regarding disinformation, teachers suggested to show examples of fake news during the kick-off in the subject context to sensitise pupils to possible manipulated sources. The teacher suggested that they need detailed information to prepare their pupils adequately on how to deal with disinformation, and that this needs to be prepared at an age appropriate level, so they can successfully apply it in different subject topics. The pedagogical framework was adapted based on those suggestions.

Buchner, J. (2023). Effekte eines Augmented Reality Escape Games auf das Lernen über Fake News. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 51, 65-86. Burnett, C., & Merchant, G. (2011). Is There a Space for Critical Literacy in the Context of Social Media?. English Teaching: Practice and Critique, 10(1), 41-57. Fasching, M., & Schubatzky, T. (2022). Beyond truth: Teaching digital competences in secondary school against disinformation: Experts' views on practical teaching frameworks for basic digital education in Austria. Medienimpulse, 60(3), 65-Seiten. Helfferich, C. (2014). Leitfaden- und Experteninterviews. In N. Baur & J.Blasius (Eds.), Handbuch Methoden der empirischen Sozialforschung (559–574). Springer. Herrero-Diz, P., Conde-Jiménez, J., & Reyes de Cózar, S. (2020). Teens’ motivations to spread fake news on WhatsApp. Social Media+ Society, 6(3), 2056305120942879. Kangas, M., & Rasi, P. (2021). Phenomenon-based learning of multiliteracy in a Finnish upper secondary school. Media Practice and Education, 22(4), 342-359. Lonka, K., Makkonen, J., Berg, M., Talvio, M., Maksniemi, E., Kruskopf, M., ... & Westling, S. K. (2018). Phenomenal learning from Finland. Edita. Loos, E., Ivan, L., & Leu, D. (2018). “Save The Pacific Northwest Tree Octopus”: a hoax revisited. Or: how vulnerable are school children to Fake News?. Information and Learning Science. Loveless, Avril, and Ben Williamson. Learning identities in a digital age: Rethinking creativity, education and technology. Routledge, 2013. Mayring, P. (2004). Qualitative content analysis. A companion to qualitative research, 1(2), 159-176. Vaughn, S., Schumm, J. S., & Sinagub, J. M. (1996). Focus group interviews in education and psychology. Sage. Wardle, C., & Derakhshan, H. (2017). Information disorder: Toward an interdisciplinary framework for research and policymaking.