Module POL3267 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Undergraduate Module Descriptor
POL3267: Misinformation, Misperceptions and Conspiracy Theories
This module descriptor refers to the 2021/2 academic year.
Module Aims
You will be able to demonstrate knowledge of the three key topics of misinformation, misperceptions, and conspiracy theories. You will learn the important role that these play in public discourse, and the threats they pose to healthy democracies. You will be exposed to multiple competing theoretical approaches and will be able to articulate similarities and differences to these competing approaches. As most readings will include quantitative data analysis, you will be able to develop and refine your skills reading and evaluating this type of work. There are no quantitative prerequisites (the instructors will give all relevant training to perform well in the course, but you should be prepared to engage with quantitative work). Taken together, this class will help your skills in applying theory to data, and subsequently using data to inform theory. The module may include opportunities for original data collection and analysis.
On successfully completing the programme you will be able to: | |
---|---|
Module-Specific Skills | 1. demonstrate knowledge of the major theories in the field of misperceptions and misinformation (including conspiracy theories) 2. demonstrate knowledge of basic and advanced methodologies used by public opinion researchers |
Discipline-Specific Skills | 3. understand and critically evaluate a broad spectrum of research designs, with a particular focus on quantitative research 4. exercise informed judgment concerning the use of empirical evidence in support of an argument in published research |
Personal and Key Skills | 5. demonstrate critical-thinking, in particular as related to quantitative evidence and conclusions 6. demonstrate ability to present complex arguments with clarity and concision 7. work independently and with peers to meet common research and assessment deadlines effectively |
Module Content
Syllabus Plan
While the specific syllabus plan will change depending on both the most recent research and who is teaching the module, the following broad topics (1-2 weeks per topic) should be expected, with the possibility of additional topics also covered:
- How prevalent in misinformation? How do we identify good information from bad information?
- Who consumes misinformation (or “fake news”)? What are the primary vectors by which misinformation spreads in society? What are the correlates of consuming misinformation, and how is this information consumed? What factors are associated with people choosing to spread misinformation?
- Are interventions capable of stopping the spread of misinformation, or how people process information that is of dubious quality? What is the current state-of-the-art in effective interventions?
- How prevalent are misperceptions in the public? What do misperceptions (and their persistence) tell us about the health of public discourse and democracy? How are misperceptions related to motivated reasoning? Why are some people more accurate in their factual beliefs than others?
- Can misperceptions be corrected? If so, what are best practices for correcting misperceptions? Can journalistic fact-checking stop help voters and consumers, and stop the spread of misinformation?
- How prevalent are conspiracy beliefs? What factors associated with believing in conspiracy theories? How (easily) does conspiracy ideation spread?
While not a specific topic, a companion theme to the broad topics and questions above is how the answers may vary across different countries. While most research in this area is conducted with data from the United States, we will also include data from additional countries to better understand to which these are universal problems, or whether they are specifically rooted in the particular political culture and institutions of the United States.
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
---|---|---|
22 | 128 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
Category | Hours of study time | Description |
---|---|---|
Scheduled Learning & Teaching Activities | 22 | 2 hour weekly seminars with a mix of short formal lectures, student led seminar, and collective discussion |
Guided Independent Study | 50 | Preparing for seminars: reading and research |
Guided Independant Study | 78 | Completing assessment tasks: reading, research and writing |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|
Presentation of paper outline | 4 minutes | 1-7 | Verbal |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
Coursework | Written exams | Practical exams |
---|---|---|
100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|---|
Essay | 80 | 3000 words | 1-7 | Written |
Individual presentation | 20 | 13 minutes | 1-7 | Verbal |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
---|---|---|---|
Essay | Essay (3000 words) (80%) | 1-7 | August/September Reassessment Period |
Individual presentation | Written report covering the topic of the presentation (20%) (1500 words) | 1-7 | August/September Reassessment Period |