Conference Paper

INFORMATION LITERACY SKILLS AND THE MANAGEMENT OF FAKE NEWS AMONG UNIVERSITY STUDENTS IN THE POST-TRUTH ERA

The proliferation of digital technologies and social media platforms has significantly transformed information creation, dissemination, and consumption. While these developments have enhanced access to information, they have also facilitated the rapid spread of misinformation and fake news. University students, who rely heavily on online information for academic and personal purposes, are increasingly exposed to misleading content. This study investigates the information literacy skills of university students and their ability to manage fake news in the post-truth era. Specifically, the study assessed students’ information literacy competencies, determined their exposure to fake news, examined the strategies employed in verifying information, and explored the role of academic libraries in combating misinformation. A descriptive survey research design was adopted. Data were collected through structured questionnaires and focus group discussions among undergraduate students from selected universities. Findings revealed that although most students possessed basic information literacy skills, significant gaps existed in evaluating information credibility and identifying misinformation. Social media emerged as the major source of fake news exposure. Fact-checking websites, consultation of multiple sources, and verification through authoritative platforms were identified as common verification strategies. The study further established that library-led information literacy programmes significantly improved students’ ability to identify and manage fake news. The study recommends strengthening information literacy instruction within university curricula and enhancing library initiatives aimed at combating misinformation. Keywords: Information literacy, fake news, misinformation, university students, academic libraries, post-truth era.