The main objectives of the AFCN are to support organizations to uphold the regulations and principles related to fact checking and to support fact-checking platforms and independent fact checkers in the region. The network also aims to protect fact checkers, develop their fact-checking skills and capabilities, and build their skills in critical thinking and data analysis. ARIJ has been fiercely combating information disorder in the Arab world even before the launch of the AFCN. It has done so by strengthening investigative and accountable journalism and through applying a strict fact-checking methodology to its investigations before publication. This is in addition to the pre- and postfact-checking training it provides. It is crucial to note that there are very few media organizations in the region that fact check their content before publication or that have factchecking units within their teams. Therefore, the numerous and diverse fact-checking platforms in the Arab world are trying to work with the capabilities available to them under difficult security and political circumstances. These platforms face huge challenges in accessing information and due to a lack of expertise. Additionally, they work under conditions of poor legal protection and restrictions of freedom of opinion and expression. These platforms generally have poor methodologies and limited capabilities, while also facing intense competition from one another. They do not cooperate amongst themselves. Despite all this, there is no doubt that they make a great effort to combat information disorder in the region and that they require substantial development and support in order to contribute more successfully towards the fight against the spread of disinformation. In the next section of this study, we focus on media and information literacy efforts in the Arab world, analyzing some success stories as well as emerging initiatives. We also answer the following question: When will Arab governments recognize the importance of media and information literacy in raising awareness and combating information disorder? 5. MEDIA LITERACY In 2007, UNESCO (the United Nations Educational, Scientific and Cultural Organization) proposed the concept of media and information literacy. Since then, the world has seen many projects and initiatives aimed at promoting the concept, especially among the youth and students. I N FO R M ATI O N D I SO R D ER IN THE GLOBA L SOUTH According to UNESCO’s definition, media and information literacy “constitutes a composite set of knowledge, skills, attitudes, competencies and practices that allow to effectively access, analyze, critically evaluate, interpret, use, create and disseminate information and media products with the use of existing means and tools on a creative, legal and ethical basis” (UNESCO IITE n.d.). Today, media literacy and its incorporation into educational curricula are no longer optional. There is no argument about the fact that this strategy can be a sustainable and effective response to counter the explosion of mis- and disinformation in the world. Building societies that are capable of analyzing and evaluating media content and the information received through all available means is crucial to combating information disorder. The ability of the public to assess the validity of information and to distinguish true information from false news would greatly reduce the potential for the circulation and publication of mis- and disinformation. The concept of media literacy is not new in the Arab world, but the region is certainly still in the early stages of circulating, promoting, and creating interest in this concept, especially in terms of governments and ministries of education. The countries in the region have no national or official policies or strategies for media and information literacy—with the exception of Jordan, which recently launched a national initiative for the promotion of media and information literacy. Even though governments in the region do not seem to value the importance of promoting media literacy, it is taught as part of the curricula of many schools and universities. There are specialists and academics in this field in the Arab world, and in many countries initiatives and organizations have emerged that focus on promoting and developing media literacy through preparing local curricula, publishing studies in the field, and engaging in awareness-raising campaigns. They also conduct workshops for the youth and university and school students on the concepts, principles, and skills related to media literacy. These workshops have been partly supported by UNESCO, which considers media literacy one of the basic rights of citizens and therefore recommends its inclusion in curricula. We identified many initiatives and programs centered on enhancing media literacy in a number of Arab countries, mostly in Lebanon, Jordan, Palestine, and Tunisia (see Table 10). These initiatives vary in terms of size, reach, capabilities, and other characteristics. Most of them were launched by educational, media, youth, and civil Middle East and North Africa – 41