Who is Responsible for Stopping the Spread of Misinformation? Examining Audience Perceptions of Responsibilities and Responses in Six Sub-Saharan African Countries

Abstract

While research on misinformation in Africa has increased in recent years, and despite a growing body of theoretical and empirical work that considers the role of governments, platforms, and users in stopping misinformation globally, there is still a lack of empirical research addressing ways to curb its spread on the continent. Research has coalesced around the idea that no single approach will work in all contexts, and effective strategies need to include media literacy, fact-checking, changes in how news is produced and circulated, government oversight, and regulations as well as responses that take local contexts into account. Using data from 36 focus groups in six sub-Saharan African countries, we examine audiences’ experiences with misinformation and perceptions of institutional and personal roles and responsibility for both preventing and intervening in the spread of misinformation. First, we examine perceptions of misinformation with a particular focus on whether misinformation is perceived as “a problem.” Second, we examine perceived responsibility for addressing misinformation and possible solutions to the problem. Findings suggest that participants perceive misinformation as a problem if it has real or potential negative consequences and express a sense of shared responsibility among individuals and institutions for stopping the spread of misinformation.

Keywords:

• Misinformation
• focus groups
• Africa
• majority world
• responsibility
• responses

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Notes

1 The Democracy Index ranks countries on a scale from 0 to 10 based on a series of indicators, including the electoral process, political culture and civil liberties. Countries with a score from 6 to 7.9 are considered “flawed democracies;” those between 4 and 5.9 are “hybrid regimes,” and those below 4 are “authoritarian regimes” (https://www.economist.com/media/pdf/democracy_index_2007_v3.pdf).

2 See supplemental appendix for question wording.

3 The formal discussion of media literacy came at the end of the discussion after participants offered their own experiences and actions. At this point, they were asked about the term and provided a definition.