On 8 April colleagues from the Oxford Martin Programme on Misinformation, Science, and Media, the Reuters Institute and Oxford Internet Institute published a factsheet looking at some of the main types, sources, and claims of COVID-19 misinformation seen so far.
They analysed a sample of 225 pieces of misinformation rated false or misleading by fact-checkers and published in English between January and the end of March 2020, drawn from a collection of fact-checks maintained by First Draft.
The lead author of that piece of research is J. Scott Brennen, Research Fellow at the Reuters Institute and Oxford Martin Fellow on the Oxford Martin School Programme on Misinformation, Science, and Media. J. Scott will lead a webinar on the main findings of that factsheet on Thursday 23 April at 13:30 UK time.
Further information: https://reutersinstitute.politics.ox.ac.uk/calendar/how-covid-19-misinformation-created-and-shared-worldwide
Sign up for the event (required): https://zoom.us/meeting/register/tJEvd-6uqT0oH9LRbrXWpsM_f1sb_-OjS67P
Dr J. Scott Brennen
Oxford Martin Fellow, Oxford Martin Programme on Misinformation, Science, and Media
Dr J. Scott Brennen is a communication scholar and a postdoctoral research fellow at the Reuters Institute for the Study of Journalism and the Oxford Internet Institute. His work investigates how changing media structures, cultures, and technologies are shaping the production and circulation of scientific information and scientific misinformation.
He currently works on the Oxford Martin Programme on Misinformation, Science, and Media, which examines the interplay between scientific misinformation, news coverage, and social media platforms for the public understanding of science and technological innovation.
Scott completed his doctorate at the School of Media and Journalism at the University of North Carolina at Chapel Hill in 2018. His dissertation investigated media coverage of and media practices of direct detection of dark matter research collaborations in order to better understand how public information about new scientific research flows through the contemporary media environment. The project leveraged tools and insights from science and technology studies and media theory to trace how organizational and technological mediators of public science translate, move, preserve, and deconstruct information about scientific research.
Before pursing his doctorate, Scott received a Master of Arts in mass communication from the University of North Carolina at Chapel Hill and a Bachelor of Arts in chemistry from Grinnell College. He also served in the U.S. Peace Corps as a high school chemistry teacher in northern Mozambique. He has published work in various outlets including Communication Theory, Journalism, Journalism Studies, and Science in Context.
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