Demokratie im Netz

‘Even if it's only a problem in our perception, it's still a problem!’ said moderator Marion Kuchenny at the beginning of the discussion, referring to the relativising research results and contrasting them with the phenomenon of ‘perceived reality’. The loudest voices receive disproportionate attention and visibility, thus dominating the debates. ‘How can we then raise awareness that fake news is only a marginal phenomenon?’ Leonie Heims from the internet portal against conspiracy narratives ‘Der Fabulant’ observes in her work that for many users, an emotional component has come to play alongside the categories of “true” and ‘false’. Namely: ‘Does this news feel good to me?’ That's why they tried using humour to educate people and expose the absurdity of conspiracy myths.

Rademacher pointed to the impact of classic journalistic news factors: ‘Good news alone doesn't work, that's clear.’ But there are good examples of emotional formats such as ARD's theme weeks, which personalise topics and present them in a profound but calm and informative way. Rafael Bujotzek, online journalist and lecturer in the Media Department at h_da, has developed a live fact check for political talk shows with his team. ‘We have a prototype that tracks TV programmes and can show almost in real time when nonsense is being talked.’ Rating: definitely useful. However: ‘It depends on money at the moment.’ They had invested a large amount in development and could not continue to do so to the same extent. And for years, editorial offices had been thinning out rather than improving in terms of personnel and equipment.

Marion Kuchenny lamented the lack of a ‘sensible overall strategy’ in politics. Bujotzek echoed this sentiment: ‘Why are we making ourselves dependent on US providers and don't have a German social media platform?’ Junk would like to see the Chinese and US platforms we use at least regulated and controlled here. ‘Germany would have to say: either there is curation or there is no licence,’ emphasised Rademacher. A political strategy would have to address many issues at once. ‘That would require a phalanx of several players.’ Junk is less convinced by a central strategy, preferring to try things out on a small scale and then roll them out more widely: ‘There is strength in diversity and wildness!’

‘We no longer know how to engage in discourse!’ Marion Kuchenny put forward a thesis that opened up the discussion to the audience. She teased those present, saying that we now only exist in ‘digital self-affirmation bubbles’. ‘Wrestling with compromises in a factual, tough but respectful debate – we don't know how to do that anymore!’ True, said one guest from his own experience. He also misses the culture of discussion on the internet. Rarely are objective arguments exchanged in digital comment sections; practically never does anyone admit at the end that they were wrong and acknowledge the stronger argument. ‘Yes, different rules apply online than face to face,’ Leonie Heims conceded. ‘It's tedious to moderate discussions. Nevertheless, we mustn't give up!’

Another guest asked the group for practical suggestions on how social media and smartphones could be integrated into school lessons. Rafael Bujotzek had an idea: in Year 7 or 8, pupils could be taught how to conduct interviews, introduce them, film them and edit them for specific channels. The whole class could then discuss the processes and content. ‘We need to strengthen media literacy – including that of parents!’ agreed Leonie Heims.

‘Digital education for all generations’ emerged as a common desire among all those present that evening. One visitor wanted to know: ‘How do you envisage media education for adults in concrete terms?’ Another listener emphasised: ‘We have too few channels through which education flows back from young people to older people!’ Marion Kuchenny praised such ‘reverse mentoring’, in which younger people coach older people: ‘Digital natives explain to boomers how social media platforms work.’ Digital skills could also be taught in a targeted manner during educational leave. At the end of the h_da dialogue forum, Lars Rademacher aptly summed up what everyone considered necessary in his keynote speech: ‘Intensive and low-threshold media education and source criticism courses for all age groups.’