ABSTRACT
Singh et al share how they conducted their research study on how to make cybersecurity education accessible and effective for middle school students. In particular, their project makes a trailblazing effort to improve adolescents' use of security "best practices" in their day-today online activities by linking artificial intelligence and cybersecurity principles to their mathematical underpinnings. They partnered with mathematics and computer science teachers from a rural, high-needs middle school to develop and deploy time- and teacher-friendly learning modules that can readily be integrated into the existing curriculum for Grades 5-8.
ABSTRACT
Amid the COVID-19 global pandemic, a highly troublesome influx of viral misinformation threatens to exacerbate the crisis through its deleterious effects on public health outcomes and health behavior decisions.This "misinfodemic" has ignited a surge of ongoing research aimed at characterizing its content, identifying its sources, and documenting its effects. Noticeably absent as of yet is a cogent strategy to disrupt misinformation.We start with the premise that the diffusion and persistence of COVID-19 misinformation are networked phenomena that require network interventions. To this end, we propose five classes of social network intervention to provide a roadmap of opportunities for disrupting misinformation dynamics during a global health crisis. Collectively, these strategies identify five distinct yet interdependent features of information environments that present viable opportunities for interventions.