We worked on the definition of a visual identity that encapsulated two fundamental concepts for the project: the centrality of people, both as trainers and as end users of the content, and the link with the tech and digital world.
We developed a very simple and symbolic illustrative style, starting from elementary shapes and then evolving them into a set of icons useful for communication materials.
The logo is the result of this reasoning, and sees three stylised figures composing the acronym SUM (seniors united against misinformation) alternating the color gray and blue. The result can be easily applied on both paper and digital materials, and has a good print yield even in black and white.
The visual identity that has been defined has therefore taken into account the reading needs of an elderly audience, using clear and readable fonts at all sizes, and with a basic palette that alternates black and white with gray and electric blue. The color palette is also a link to the technological universe.
The website developed has a clean and intuitive structure, only in English version for now, using illustrations to orient the user to the various sections.
All communication materials, from flyers to powerpoints for use during training sessions, have always favored pages that are not too dense with content, with attention to font size and the use of photos and videos only when necessary and of an appropriate size.
July 23 was dedicated to reflecting on the lessons learned and understanding the process of drafting the final report. Another key objective was to create a first draft of the sustainability plan.
The morning began with a welcome and onboarding session to help everyone get settled and ready for the day.
Next, there was a reflection on what had worked and what hadn’t. This activity included small group work, followed by a collective presentation and discussion of the results.
There was then a discussion of the opportunities and lessons learned from previous sessions, aiming to understand how to make the best use of what had been learned and what could have been done differently in the future.
After the lunch break, the focus shifted to aligning for the final report, discussing the differences between the various project phases and what was required for each, with particular attention to the EU platform and risk analysis.
Then the discussion turned to sustainability issues, particularly stakeholder engagement, partners, and European conversations, while also exploring alternative funding models.
Before wrapping up the day, key takeaways and conclusions were gathered for future action. The day ended with an informal dinner.
On July 24, the main objectives were to agree on the content and format of the toolkit, gain a better understanding of volunteer experiences, and discuss the next steps to strengthen the volunteer network.
The morning began with a welcome and check-in, followed by the presentation of the toolkit, focusing on what had already been developed.
Then, there was a discussion on what should be added to the toolkit, evaluating missing content and discussing the ideal format of the document (single document, editable, etc.), while also considering sources of inspiration.
After a brief coffee break, the results of the previous work were shared. This was followed by insights and experiences from trainers in Bologna and Lapland.
The morning concluded with a debrief, analyzing the lessons learned and actions to be taken based on volunteer feedback.
After the lunch break, a session was held on the experiences of trainers from Verificat.
In the afternoon, the focus shifted to discussing the next steps for ensuring the sustainability of the volunteer network, analyzing how to strengthen, grow, and maintain it over time, while also exploring activities that could further engage volunteers.
Finally, a future success scenario was envisioned, reflecting on how such a result could be achieved, and the day ended with a final reflection.
July 25 was dedicated to defining the strategy for disseminating the toolkit and discussing the content and design of the dedicated website, concluding with a final summary of the actions to be taken.
The morning began with a brief welcome and check-in.
Then, work focused on defining the toolkit dissemination strategy, analyzing the target audience and discussing ways to share it (events, meetings, online), while also identifying potential forms of support.
After the lunch break, the afternoon focused on the content and design of the website dedicated to the toolkit.
The day and the entire work cycle concluded with a final summary and closing of the activities.
In July we hosted the first round of train the trainers’ sessions with our volunteers in Bologna.
It was interesting in many ways. They had the opportunity to share their different approaches when reading news and we felt enriched by interacting with them, discovering different points of view (mostly age-based) and collecting useful inputs to understand what misinformation means to us and how it affects our daily life, especially in decision-making processes.
We went through a first phase of scanning, listening to their doubts and questions. The main concern of the volunteers was about dealing with online scams and how to develop a conscious way of reading news about healthcare. They highlighted how Covid19 spread misinformation about healthcare, and how tricky it is to deal with conflicting news about vaccines, etc.
After that, we worked on a practical session together, where participants were able to apply fact-checking techniques to experience lateral reading and fact-checking itself.
The variety of inputs and the combination of a theorical and practical approach were key to help participants better understand how to apply fact-checking in their daily lives and be willing to teach them to their peers.
Older adults are particularly susceptible to the dangers of mis- and disinformation in the online world, often due to their limited digital skills compared to younger generations. Recognizing this vulnerability, the Seniors United against Misinformation (SUM) project takes an innovative and creative approach by implementing peer-to-peer training to equip elderly individuals with the necessary tools to combat misinformation. This blog post sheds light on the unique strengths of Project SUM, including its train-the-trainers model and its focus on three distinct territories—Rovaniemi, Barcelona, and Bologna—to leverage cross-cultural learning. Additionally, we explore the scarcity of information and studies surrounding media literacy education specifically tailored for older adults, underscoring the importance of sharing our findings.
The SUM project recognizes the imperative need to bolster critical media literacy skills among Europe’s senior citizens. To gain insights into the implementation of such initiatives, the University of Lapland conducted extensive research to find out pedagogical practices that aimed to enhance seniors’ abilities to identify and combat mis- and disinformation. The outcome of this research effort is a comprehensive Benchmarking report.
The benchmarking research revealed that organizations specializing in fact-checking also play a crucial role in providing training and learning materials to older adults. Additionally, governmental, non-governmental, and adult education organizations contribute significantly to this effort. The pedagogical approaches employed by these practitioners varied widely. Some methods involved proactive training, equipping participants with skills to identify fake news through techniques like reverse image search and cross-checking. Reactive training, on the other hand, focused on correcting misinformation with factual evidence. A critical understanding of media systems was often fostered, and training initiatives took place through diverse platforms such as online courses, workshops, and telephone consultations.
While numerous methods have been employed across Europe to enhance seniors’ resilience against mis- and disinformation, one crucial aspect largely absent from the approaches mentioned in our report is peer-to-peer learning. Extensive academic research has consistently highlighted the effectiveness of peer-to-peer learning in promoting media literacy among older adults. Understanding this potential, Project SUM places a strong emphasis on fostering peer-to-peer interactions as an integral part of its training model.
It is worth noting that there is a significant lack of information and studies pertaining to media literacy education specifically designed for older adults. Typically, research in this field primarily focuses on educating younger generations. In recognition of this gap, Project SUM is committed to sharing its findings and contributing to the growing body of knowledge surrounding media literacy for seniors.
To delve deeper into the benchmarking research and explore the various approaches to empowering seniors against mis- and disinformation, you can access the full Benchmarking report here.
