Building Trust: A Key Strategy in Countering Misinformation

Federal Grant for Misinformation Research Terminated Despite Community Impact

A multiyear National Science Foundation grant supporting critical research on misinformation was abruptly terminated last month, leaving researchers and students at multiple institutions scrambling to continue their work without federal support.

The collaborative project, “Co-Designing for Trust,” brought together researchers from the University of Washington, University of Texas at Austin, Seattle Central College, and the Black Brilliance Research Project to develop strategies for combating misinformation, with a special focus on its impact on Black and rural communities.

On April 25, researchers received an email from the NSF stating, “The agency has determined that termination of certain awards is necessary because they are not in alignment with current NSF priorities.” The decision comes amid broader shifts in research funding priorities under the current administration.

At Seattle Central College, faculty librarians had been leading participatory research efforts that employed students as researchers to develop community-based approaches to misinformation. The grant provided not only valuable research opportunities but also much-needed financial support for students at the community college.

“The unique composition of our research team led to profound new community solutions, grounded in real experience, to combat mis- and disinformation,” explained one of the project researchers. They distinguished between misinformation (unintentionally false information) and disinformation (content deliberately designed to mislead).

The project specifically focused on workforce education around misinformation. Researchers worked with diverse student populations, including those in English classes, English as a second language programs, and students pursuing bachelor’s degrees in Applied Behavioral Sciences and Allied Health.

These students shared real-world examples from their communities and workplaces. One healthcare student described a patient who arrived at an emergency department with burns worsened by an online “remedy.” Another student reported anti-union disinformation campaigns at their workplace. A transgender student sought ways to counteract harmful claims circulating about their community.

Using these examples, the team developed case studies and engaged students in determining effective responses. The approach began with fundamental questions about trust-building before exploring critical thinking strategies and methods to create healthier information environments.

“In our highly polarized environment, being able to understand your position, respond to falsehoods, and have conversations—even without coming to agreement—is helpful,” noted one researcher. “It is healthy for our democracy to keep lines of communication open in respectful, evidence-based ways.”

Prior to the termination, the project had already developed 13 lesson plans and was preparing to pay new student cohorts for feedback. Without funding, completion of the “Community Power Tools for Combating Mis- and Disinformation Toolkit” will take significantly longer, and students who would have been compensated will now need to volunteer their time.

“Most of our students are struggling financially, so the extra money they earned through this project made a real difference,” a faculty member explained. The grant would have also funded a website to share materials with educators and community leaders nationwide—another resource now in jeopardy.

Despite the setback, the research team remains committed to completing their work without federal support. “Our students understand what has happened, but to be trustworthy community members, we are determined to finish this work on our own time and with our own resources,” they affirmed.

Student feedback on the materials has been “overwhelmingly positive,” researchers report, noting that the resources resonate because they are based on real experiences. Students are already applying what they’ve learned about promoting healthy information environments.

This termination raises broader concerns about shifting priorities in federally funded research, particularly for projects addressing misinformation and its community impacts. The researchers, who are faculty librarians and active members of their respective American Federation of Teachers locals, continue to seek alternative ways to disseminate their findings and complete their important work.