1. Networks: One example is the global alliance GAPMIL, coordinated by UNESCO, which also has a Latin American branch and promotes activities in the region. The network organizes events and various projects, including a week of meetings and debates globally and also in Latin American and Caribbean countries. 2. Campaigns: These go beyond just disseminating content. One example is MIL Clicks, a campaign promoted by GAPMIL and UNESCO. 3. Projects: One example with an international scope is Digimente, which brings together different organizations from different countries with the Google News Initiative to provide information, materials, and resources that can be used by both families and educators. Another example is Colombia’s Entretanto Cuento. 4. Materials: The production of materials is one of the most common types of intervention in the region. This can take the form of information posted on websites or social media sites, or more elaborate publications that combine research and recommendations. The UNESCO guide Journalism, Fake News and Disinformation (Ireton and Posetti 2018) is one example. Other initiatives use different formats, such as Entretanto Cuento, which has created a game to test citizens’ skills regarding disinformation. Materials can be aimed either at the general population or at specific audiences, such as teachers, journalists, or certain categories. 5. Training activities: These involve courses, workshops, and other types of training and qualification processes. Activities are offered for interested citizens, such as the distance-learning course of the Brazilian research center INCT.DD, which can be accessed by different audiences. Another modality is courses focused on a specific group, such as journalists; an example is the Colombian organization Conselho de Redação. The Argentinian entity Desconfio has attempted to reach other audiences, such as through projects aimed at librarians. Our research has shown that media education activities are often closely intertwined with data verification organizations and projects. Several initiatives combine data verification with educational campaigns, events, the production of materials, and even the promotion of courses. AFP Factual, an international project with a presence in many countries in the region, is one example. In her responses to our survey, Elodie Martínez of AFP Factual noted that explaining how verification is I N FO R M ATI O N D I SO R D ER IN THE GLOBA L SOUTH done and what methodology is used is seen by the team as a form of education: “We hope to contribute to media literacy by explaining our methodology step by step; we hope to offer verified information aiming to settle doubts that the population might have about political, health, and migratory issues, among others.” Veridiana Alimonti (interview, August 2021) from the EFF highlights various efforts in the region to sensitize audiences: The different ways that are disseminated via networks include tips on how to check content, how to check other sources, and how to check where the information is from. This can be seen in the work of different entities that have campaigned about this issue. Derechos Digitales and R3D have been encouraging people to verify information. For some of the organizations focused on in this study, media education is the focus of the fight against the problem. It is seen as a more robust and structural solution as compared to trying to remedy the issue through verification alone. This is the case with Desconfio, which works with this type of response in Argentina: It is important to work with prevention more than the cure. We have to take steps earlier to prevent this content from spreading as we promote more information, more and better information and journalism. We have to work strongly on education. We are not thinking only of schools and universities, but rather of transversal work. Lawyers, accountants also have to know about this dynamic. (interview, Arréguez, August 2021) 11.4 RESEARCH AND INFORMATION PRODUCTION The emergence of the phenomenon of disinformation and its impact on societies have led to the desire to understand its causes, contributing factors, and consequences. In Latin America and the Caribbean, research and information production activities have gained strength and are carried out by various actors, not only by academic institutions, although the attention paid to the topic by the latter has also increased. Among the actors analyzed for this study, there are diverse research initiatives addressing different topics. The first topic involves coming to an understanding of the phenomenon itself. The Brazilian organization Intervozes published a book Latin America and the Caribbean – 1 1 4