Read the following text and answer the next five question.

The implications of a rapidly changing information ecosystem on how governments communicate

Public communication does not happen in a vacuum: the context in which it occurs is core to understanding the challenges and opportunities it faces. Indeed, the analysis of its role for policy and governance mechanisms is made urgent by shifts in the information ecosystem that have transformed the function over the past decade and raised important implications for democracy. The technological revolution that has connected the world through social media has given rise to online social movements and simplified the creation and sharing of content and data. Such changes have also facilitated, however, the spread of mis- and disinformation, contributed to undermining the role of traditional information gatekeepers, and have fundamentally changed how governments communicate. Whereas until the early 2000s a so-called “one-to-many” model of communication prevailed, this has shifted today to a “many-to-many” model. Anyone can be both a producer and a consumer of information, and anybody with an internet connection has the potential to engage with and influence public debates.

Traditionally, governments had largely relied on traditional media to amplify official messages to reach citizens. With the advent of digital channels, this approach has gradually lost its primacy to direct institution-to-individual communication via online platforms that bypass traditional media. This shift has also enabled a broader scope for governments to communicate about more diverse policy issues targeted to more specific audiences, as traditional media tend to concentrate on “newsworthy” subjects and political affairs, often under-reporting less mainstream issues. The unprecedented volumes of data that promise to make communication ever more precise, combined with the direct, unmediated access to vast and diverse publics, are some of the opportunities and challenges that have emerged.

At the same time, digital platforms have altered patterns in eople’s consumption of information and raised demands on their attention. The latter has become a resource that technology companies sell to advertisers. In turn, the design of online platforms and their algorithms, and the massive increase in the volume of information served to increase competition for what content people pay attention to, while making focus more superficial. As governments compete with all other information sources for the public’s attention, cognitive and psychological factors such as information overload can undermine the efficacy of even well-crafted content.

Online and social media have also heightened the pace at which information travels, accelerated the news cycle, and enabled a wider range of actors to drive discussions on policy issues. Taken together, digital technologies have produced a complex information ecosystem that has made it more challenging for official messages to “cut through the noise”. Cumulatively, these changes require considerable adjustments to practices, public officials’ skills, and even to how communication is organised, if governments are to make the most of the digital transformation and ensure it can promote better governance. […]

The ability for governments to use the communication function to promote constructive democratic spaces is critically threatened by widespread mis- and disinformation. When falsehoods spread extensively and rapidly on issues of public policy, official messages are drowned out, creating significant challenges for public communicators to get key information out to all groups in society. Whether in the context of elections, health crises, migration or climate change, mis- and disinformation cast evidence and facts into doubt, sow distrust, and work against policy goals.

Adapted from: https://www.oecd.org/content/dam/oecd/en/publications/ reports/2021/12/oecd-report-on-public-communication_b74311bc/22f8031c-en.pdf

TEXT 5

Trent and Hammie are best friends since kindergarten. At the moment, they are in the school cafeteria for lunch.

TEXT 5

Trent and Hammie are best friends since kindergarten. At the moment, they are in the school cafeteria for lunch.

Peppermint Patty and Sally Brown are iconic characters from Charles Schulz's Peanuts comic strip, known for their distinct personalities: Patty is a tomboyish, athletic, freckled girl who is best friends with Marcie.

Sally is Charlie Brown's younger sister, known for her dramatic flair, love of Linus, and often-misguided schemes for money or attention.

Text 3

Disponível em: https://x.com/Snoopy/status/384756646099959808 Acesso em dez. 2025.

Text 4

Disponível em: https://x.com/Snoopy/status/1514614712540884993 Acesso em dez. 2025

Peppermint Patty and Sally Brown are iconic characters from Charles Schulz's Peanuts comic strip, known for their distinct personalities: Patty is a tomboyish, athletic, freckled girl who is best friends with Marcie.

Sally is Charlie Brown's younger sister, known for her dramatic flair, love of Linus, and often-misguided schemes for money or attention.

Text 3

Disponível em: https://x.com/Snoopy/status/384756646099959808 Acesso em dez. 2025.

Text 4

Disponível em: https://x.com/Snoopy/status/1514614712540884993 Acesso em dez. 2025

Peppermint Patty and Sally Brown are iconic characters from Charles Schulz's Peanuts comic strip, known for their distinct personalities: Patty is a tomboyish, athletic, freckled girl who is best friends with Marcie.

Sally is Charlie Brown's younger sister, known for her dramatic flair, love of Linus, and often-misguided schemes for money or attention.

Text 3

Disponível em: https://x.com/Snoopy/status/384756646099959808 Acesso em dez. 2025.

Text 4

Disponível em: https://x.com/Snoopy/status/1514614712540884993 Acesso em dez. 2025

Because she was correcting homework and planning lessons, Britany went to bed late – and then she overslept!

She had a quick shower but she didn’t have ________ 1 time to put on her makeup. Luckily, she doesn’t wear much anyway, but she had wanted to put on some lipstick at least. Too bad! She made herself a coffee and checked the mail. But ________ 2 , it seemed, had remembered her birthday – except for John and Clare whom she had invited for dinner later in the day.

At school, ________ 3 of her colleagues seemed to have remembered that it was her birthday either and that made her miserable, but at least the children in her second grade class were in a happy mood. It cheered her up, and so every time one of them did ________ 4 good or gave her a correct answer, she gave them a gold star. They loved that. Luckily, she had enough stars so ________ 5 went home with at least one!

When she got home, Britany was still tired, so she lay down to have a bit of rest but she didn’t get much sleep because her parents rang from the UK to wish her a happy birthday. At least _________ 6 had remembered! When she finished the call there was ________ 7 time left for sleeping. She had to get dinner ready.

A few minutes later the doorbell rang. She opened the door. There were a lot of people outside. All of them were wearing party hats! A few of them were carrying plates of food. Most of them were colleagues from her school, but there were many others, too. And then they started to sing ‘Happy Birthday …’.

In: HARMER, Jeremy. Teacher Knowledge: core concepts in English language teaching. Pearson Education limited. Essex, UK: 2012

Because she was correcting homework and planning lessons, Britany went to bed late – and then she overslept!

She had a quick shower but she didn’t have ________ 1 time to put on her makeup. Luckily, she doesn’t wear much anyway, but she had wanted to put on some lipstick at least. Too bad! She made herself a coffee and checked the mail. But ________ 2 , it seemed, had remembered her birthday – except for John and Clare whom she had invited for dinner later in the day.

At school, ________ 3 of her colleagues seemed to have remembered that it was her birthday either and that made her miserable, but at least the children in her second grade class were in a happy mood. It cheered her up, and so every time one of them did ________ 4 good or gave her a correct answer, she gave them a gold star. They loved that. Luckily, she had enough stars so ________ 5 went home with at least one!

When she got home, Britany was still tired, so she lay down to have a bit of rest but she didn’t get much sleep because her parents rang from the UK to wish her a happy birthday. At least _________ 6 had remembered! When she finished the call there was ________ 7 time left for sleeping. She had to get dinner ready.

A few minutes later the doorbell rang. She opened the door. There were a lot of people outside. All of them were wearing party hats! A few of them were carrying plates of food. Most of them were colleagues from her school, but there were many others, too. And then they started to sing ‘Happy Birthday …’.

In: HARMER, Jeremy. Teacher Knowledge: core concepts in English language teaching. Pearson Education limited. Essex, UK: 2012