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The frame for tackling disinformation needs to take disinformation as a starting point: a situation in which the answer to the question: 'What is it about?' is: disinformation (or misinformation - hence the name of the wiki). According to the definition by the European Union this means that we have either encountered false information that has been unwittingly shared (misinformation) or has been knowingly shared to cause harm (disinformation), or that we are preparing for that situation.

The disinformation frame defines the roles associated with disinformation: those who initiate disinformation ('initiators'), those who inauthentically or authentically spread disinformation ('intermediates'), and those who are on the receiving end of the disinformation (or misinformation in case it was disseminated authentically): 'recipients'. Individuals can play various roles. Tackling disinformation means to try to intervene in the performance of one or more of these roles.

The interventions to tackle disinformation can be caried out at various levels of sophistication and concreteness. The ground level is 'a priori' - these interventions should be implemented prophylactically even when no disinformation is detected.

For recipients this means - in thecognitive domain - understanding what is disinformation and also how science works, and how politics works.

In the skills domain recipients should a priori be able to "access, manage, understand, integrate, communicate, evaluate and create information safely and appropriately through digital devices and networked technologies" in order to participate in the digital sphere, in which most disinformation is encountered.

A domain often overlooked is the recipients' 'mode': the ability and willingness to participate in society. A priori interventions in this domain should empower individuals' basic needs: achieve psychosocial integration/ escape dislocation (that is: experience autonomy, achievement, and belonging) and feel safe, and experience being seen and heard.

A priori interventions regarding intermediates and initiators must encompass an understanding of the advantages that creating and spreading disinformation may bring: disinfonomics. With regard to intermediaries it is also important to understand why someone would or would not actively be involved with disinformation on a basic psychological level. With regard to initiators it is essential to understand how they could undermine the online world by means of technology: cyber security.

Moving one level up from the a priori level is the preliminary level. This level is less general than the a priori level but still elementary. Interventions tackling disinformation on this level aimed at recipients comprise of creating awareness about disinformation, of explaining the mechanisms below disinformation and of the, often interconnected, actors involved, of showing hard facts related to disinformation, of publishing the outcomes of research on disinformation, og amplifying critical thinking skills, and of creating the conditions for recipients to interact with the interventions tackling disinformation in an open atmosphere.

Interventions tackling disinformation regarding intermediates on a preliminary level are to explain the concept of framing as a mode in which we interpret reality and automatically assign roles to those participating in a framed situation. With regard to initiators it is important to have access to hard facts on their activities in order to use these to share these facts with recipients, launch awareness campaigns aimed at recipients, and serve as a basis for other recipient-oriented interventions.

One level higher is the starter level. This level builds on the previous levels. Interventions at this level directed at recipients, specifically aim to expand knowledge and skills related to (online) media and to improve their communication competences in general and with those under the spell of disinformation in particular. With regard to intermediates and initiators interventions at the starter level seek to limit the reach and the harmful consequences of disinformation, for instance of disinformation spread by influencers. In addition to interventions aiming to support those close to disinformation believers, also interventions are implemented to pull disinformation believers out of their thought patterns and peer groups. The reach and impact of initiators' disinformation at this level is tackled by interventions using artificial intelligence and/ or by implementing changes in big platforms recommendation algorithms.

'Advanced' is the most intricate level of interventions tackling disinformation. At this level recipients learn what information is false and knowingly shared to cause harm, and they learn how to discover this type of information themselves by means of factchecking skills and experience. In addition, interventions raise their abilities to function as responsible citizens, and to engage in meaningful dialogues with their fellow-citizens. Companies as recipients at this level learn how to defend themselves against the impact of disinformation. The advanced interventions tackling disinformation also try to persuade intermediates and initiators to reflect on their role of responsible citizens.