CULT1017: Understanding Society Autumn Assessment

Assessment Four Case Study

Case Study: Misinformation online, harmful effects and perpetuating inequalities

Misinformation online is prevalent, particularly over the last five years. We have seen its negative effects through the COVID pandemic, the Voice referendum and through key geopolitical events such as Brexit in the UK and the US presidential election. Research and commentary has argued the wide-ranging harmful impacts of misinformation, including on politics, social structures, interpersonal relationships, social cohesion and even on the erosion of democracy. Misinformation has fuelled major public disorders, political violence and in the case of the COVID pandemic, the rejection of public health orders and advice. Misinformation is also associated with distrust in public institutions and willingness to support violent extremism, illustrating the challenges for community safety and cohesion.

We also know that misinformation often targets already vulnerable communities, for example migrant and First Nations communities were the deliberate targets of misinformation campaigns during the COVID pandemic and misinformation often plays upon existing fears and anxieties, particularly of those who feel disenfranchised or not listened to. Increasingly, we are seeing action to counter the negative impacts of misinformation online. From global bodies such as the World Health Organisation and the United Nations who have called for best practices to counter misinformation, to government departments such as the eSafety Commission who have developed resources, to community organisations delivering trainings that build capacity to counter misinformation, there is increasing discussion about how best to equip individuals and institutions to counter the negative impacts of misinformation.

Misinformation online represents a complex and significant challenge, highlighting issues of power, structure and inequality in society, and the potential for social change – concepts that you have been learning about in Understanding Society. 

With this in mind, you need to read the following resources on misinformation online, which form the basis of the ‘misinformation online case study’:

• 97% of adult Australians have limited skills to verify information online | The Conversation
• The Burden of the Beast | M/C Journal
• You can’t trust everything you read online. Here’s how to spot misinformation | SBS News
• 85% of people worry about online disinformation, global survey finds | The Guardian
• Rise of fake news is undermining public health and political stability | Sydney Morning Herald
• Misinformation and Conspiracy Theories During COVID-19 Pandemic in NSW, Australia and the Risks for Social Cohesion / Journal of Intercultural Studies
• Online Misinformation in Australia: Adults’ experiences, abilities and responses | Western Sydney University

Question:

Having considered the arguments and issues raised in the above resources, which form the basis of the case study, and drawing on at least 3 ACADEMIC SOURCES, provide a 1000-word response to the following question:

What does misinformation online reveal about power, social structures andinequality in Australia particularly as they pertain to social cohesion and wellbeing?

Detailed Instructions:

1. Access the case study resources and identify the key arguments and issues surrounding misinformation online.
2. Review the sociological reading you have undertaken over the Subject to help you analyse the arguments and issues sociologically. In other words, consider how the concepts and theories discussed within your subject readings help you to make sense of what is presented in the case study resources (e.g., what are the issues/problems identified, what type of inequality/division is being discussed, what power and social institutions are being reflected upon, what social changes are imminent or possible).
3. When writing your response, be sure to define/explain your sociological concepts with reference to relevant subject resources. You do not have to draw on all the concepts highlighted above (and may draw on additional concepts) but should utilise those concepts that are referenced in the case study question and that are relevant to the points you want to make in your response.
4. Ensure that your arguments or response to the question is informed by the scholarly literature and case study materials, not simply based on your opinion, and cite your sources!
5. Your response should be written in an essay style, meaning it should contain an introduction, body and conclusion.
6. Your response should be referenced using Harvard referencing.
7. You must use at least 3 academic, sociological sources to support your discussion, which need to be cited in the body of your text and included in a reference list. For the purposes of this task, each chapter from the McCormack et. al (2021) textbook will be considered as 1 academic source. You must also draw on the case study documents, but these need to be in addition to the 3 academic sources, and must be referenced appropriately in the body of your text and your reference list.

Learning Outcomes

This assessment responds to unit learning outcomes 3, 4 and 5, which are to:

1. Identify relevant sources and assess approaches to and claims about social processes and institutions in contemporary society.
2. Apply a sociological understanding of power, social inequality and social change to case study materials.
3. Demonstrate reading, writing and referencing skills commensurate with university scholarship.

Assessment Requirements 

Task Overview:
Students are required to analyse the phenomenon of misinformation online in Australia and evaluate its implications for power, social structures, inequality, social cohesion, and wellbeing. The response should be presented in an essay format (introduction, body, conclusion), using sociological concepts and theories.

Key Pointers to Cover:

1. Case Study Understanding:

   • Prevalence of misinformation online over recent years.

   • Impacts on politics (e.g., Voice referendum), public health (COVID-19), and social cohesion.

   • Targeting of vulnerable communities, such as First Nations and migrant groups.

2. Sociological Analysis:

   • Application of concepts like power, inequality, social structures, and social change.

   • Examine which institutions are involved (government, media, social platforms).

   • Identify structural and cultural mechanisms that allow misinformation to persist.

3. Evidence Requirements:

   • Draw on at least three academic sources (e.g., McCormack et al., 2021) in addition to the case study readings.

   • Include recent data, surveys, and studies on misinformation impacts in Australia.

4. Writing Requirements:

   • Essay style: Introduction, Body, Conclusion.

   • Use Harvard referencing for all sources.

   • Word count: ~1000 words.

Learning Outcomes Addressed:

• LO3: Assess social processes and institutional claims.

• LO4: Apply sociological understanding of power, inequality, and social change.

• LO5: Demonstrate academic reading, writing, and referencing skills.

Approach Guided by an Academic Mentor

Step 1: Understand the Case Study and Identify Key Issues

• Mentor Guidance: Read all provided case study materials carefully (e.g., articles from SBS, The Conversation, Guardian, and academic journals).

• Goal: Identify recurring themes such as public distrust, misinformation targeting marginalized communities, and consequences for social cohesion.

Step 2: Link Case Study to Sociological Concepts

• Mentor Guidance: Map the case study issues to relevant sociological concepts:

  • Power: Who controls information? How do institutions influence beliefs?

  • Inequality: How vulnerable populations are disproportionately affected.

  • Social Structures: Media, government, and online platforms as social institutions.

  • Social Change: Efforts to counter misinformation and improve digital literacy.

• Tip: Use your textbook (McCormack et al., 2021) to explain these concepts in your own words.

Step 3: Research and Select Academic Sources

• Mentor Guidance: Identify at least 3 credible academic sources related to misinformation, social inequality, and online behaviour.

• Goal: Support claims with scholarly evidence, not just opinion or media reports.

Step 4: Develop Essay Structure

• Introduction:

  • Define misinformation online.

  • State the essay’s purpose: to analyse its relationship with power, inequality, and social cohesion.

• Body:

  • Section 1: Power dynamics and institutional influence over information dissemination.

  • Section 2: Social structures and inequality – impact on marginalized communities.

  • Section 3: Consequences for social cohesion and community wellbeing.

  • Section 4: Efforts to combat misinformation and possible social change.

• Conclusion:

  • Summarise findings.

  • Highlight implications for policy, institutions, and communities.

Step 5: Draft, Reference, and Review

• Mentor Guidance:

  • Write initial draft following essay structure.

  • Use Harvard referencing for all academic and case study sources.

  • Review to ensure each paragraph links back to sociological concepts.

  • Check for clarity, coherence, and alignment with learning outcomes.

How the Assessment Outcome Was Achieved

1. Case Study Analysis:

   • Student summarised impacts of misinformation from provided readings and identified key vulnerable groups.

2. Application of Sociological Theory:

   • Power: Discussed control of narratives by media and political institutions.

   • Inequality: Explored targeting of marginalized communities (First Nations, migrants).

   • Social Cohesion: Linked misinformation to public distrust, political polarization, and community safety.

3. Evidence and Academic Support:

   • Incorporated at least 3 academic sources, including McCormack et al., 2021, and peer-reviewed studies on misinformation effects in Australia.

4. Essay Structure and Referencing:

   • Followed academic essay format (introduction, body, conclusion).

   • Applied Harvard referencing consistently throughout the essay.

5. Learning Outcomes Covered:

   • LO3: Demonstrated assessment of social processes and institutional claims.

   • LO4: Applied sociological understanding of power, inequality, and social change.

   • LO5: Showed strong reading, writing, and referencing skills, with clear integration of theory and evidence.

Summary Statement

The assessment required a critical, evidence-based sociological analysis of online misinformation in Australia, with a focus on power, social structures, inequality, and social cohesion. Guided step by step by the Academic Mentor, the student approached the task by first understanding case study materials, mapping key issues to sociological concepts, integrating academic sources, structuring a coherent essay, and referencing sources appropriately. The final outcome achieved all learning objectives, demonstrating the student’s ability to analyse complex social phenomena and link them to theory while maintaining academic rigor.

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