Developing digital content verification skills in primary school: An analysis of relevant cases

Abstract

The article examines the pressing issue of developing digital content verification skills in primary school students facing information overload. It highlights the contradiction between the declared importance of digital literacy and the lack of specific methods for its development in primary school. A proposed solution is the implementation of a system of educational cases built on the didactic principles of immersion and adaptation. The article presents and analyzes in detail four practical cases aimed at identifying visual, audiovisual, and contextual falsifications. A step-by-step algorithm for students to complete each task is described, including generating search queries, assessing the reliability of sources, and using specialized services (for example, for acoustic fingerprinting). The result of applying this method is not only the development of technical fact-checking skills but also the development of the fundamentals of critical thinking and information hygiene. A conclusion is drawn about the practical value and scalability of the case study method for systematically fostering a culture of conscious information consumption in primary school students.