We live immersed in a post-digital society, where technology is no longer an external tool but the invisible foundation that shapes our reality. This book, the result of the MELISE Project and coordinated by Javier Gil Quintana (UNED), is an invitation to move from being passive spectators to active protagonists in the media ecosystem. Aimed especially at older adults, but of interest to all citizens, it addresses the fundamental challenges of our time: growing distrust of the media, the uses and abuses of generative artificial intelligence, and the critical formation of opinions in digital environments. Through a journey ranging from philosophical reflection on knowledge to practical strategies for visual verification and detecting hoaxes, the book offers a conceptual framework and concrete tools for navigating with autonomy and critical thinking. With a pedagogical and interactive approach, this volume aims to repair the digital mirror, restoring to the most vulnerable sectors the leading role they deserve in building a more just, critical, and humane society.
- Cover
- Title page
- Copyright page
- Index
- Chapter 1. Understanding: the first step to playing a leading role in the post-digital society
- 1. Introduction: why is understanding necessary today?
- 2. What do we mean by “post-digital society?”
- 3. From spectators to protagonists: active citizenship
- 4. A critical perspective
- 5. Conclusion
- References
- Chapter 2. Distrust of the media
- 1. The power of innovation
- 2. Technological development, evolution, and innovation
- 2.1. The Digital Age: computing and the Internet
- 2.2. The post-digital era
- 2.3. The media: social media and its risks
- 3. Conclusions
- References
- Chapter 3. Uses and misuses of generative artificial intelligence in the post-digital society
- 1. Introduction
- 2. Generative artificial intelligence as a cultural technology
- 3. Interaction, language, and meaning construction
- 4. Uses of generative artificial intelligence in everyday life
- 4.1. Support for personal autonomy and information management
- 4.2. Lifelong learning
- 4.3. Communication, writing, and personal expression
- 5. The structural limitations of generative artificial intelligence
- 6. Forms of misuse of generative artificial intelligence
- 6.1. Disinformation and discursive manipulation
- 6.2. Bots, fake profiles, and the distortion of the public sphere
- 7. Media literacy and critical thinking in post-digital society
- 8. Conclusion
- References
- Chapter 4. Knowledge creation and opinion formation in digital interaction contexts
- 1. Introduction
- 2. What does it mean to know?
- 3. Degrees and instruments of knowledge
- 4. Is knowledge really possible?
- 5. How does knowledge originate?
- 6. What are the limits of knowledge?
- 7. Is there more than one type of truth?
- 7.1. Truth as a property of things: alētheia
- 7.2. Truth as a property of understanding: truth in judgment
- 7.3. Truth as self-evidence or certainty
- 7.4. Truth as coherence, validity, or formal truth
- 7.5. Truth as adequacy
- 7.6. Truth as rational consensus
- 8. Conclusion
- References
- Chapter 5. Seeing, verifying, and communicating in a digital visual environment
- 1. Seeing is not always believing
- 2. Expanding browsers: verification and skimming
- 3. Games as training for critical thinking
- 4. Communicating responsibly
- References
- Chapter 6. What is essential is invisible to the eye. Verification pedagogy: recognizing fake news and disinformation
- 1. Fake news and disinformation
- 1.1. Conceptualizing: fake news and disinformation
- 1.2. The origins of fake news and disinformation
- 1.3. The impact of fake news and disinformation
- 1.4. Fact-checking and critical thinking
- 1.5. Fact-checking education
- 1.6. Reflections
- References
- MELISE Metaverse – videos in all languages
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