From Syndication to Misinformation: How Undergraduate Students Engage with and Evaluate Digital News

IF 0.9 Q3 INFORMATION SCIENCE & LIBRARY SCIENCE

Communications in Information Literacy Pub Date : 2019-12-31 DOI:10.15760/comminfolit.2019.13.2.6

Cara Evanson, James Sponsel

引用次数: 11

Abstract

To determine how undergraduate students engage with digital news, researchers at Davidson College surveyed 511 incoming first-year students on their news consumption habits and asked them to evaluate screenshots of news stories. The researchers found that a high percentage of the students were accessing news through social media platforms and that syndication and fake URLs posed challenges for them in making accurate evaluations. Additionally, students indicated they would share a tweet containing an impostor URL at higher rates than they would share the other news story examples. The findings have implications for how educators teach students to evaluate misinformation.

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从联合到错误信息:大学生如何参与和评估数字新闻

为了确定本科生如何参与数字新闻，戴维森学院的研究人员调查了511名即将入学的一年级学生的新闻消费习惯，并要求他们评估新闻故事的截图。研究人员发现，很高比例的学生通过社交媒体平台访问新闻，联合和虚假URL给他们做出准确评估带来了挑战。此外，学生们表示，他们分享一条包含冒名顶替者URL的推文的比率高于分享其他新闻故事的比率。这些发现对教育工作者如何教学生评估错误信息具有启示意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Communications in Information Literacy INFORMATION SCIENCE & LIBRARY SCIENCE-

CiteScore

2.40

自引率

0.00%

发文量

审稿时长

16 weeks

期刊介绍： Communications in Information Literacy (CIL) is a peer-reviewed journal devoted to advancing research, theory, and practice in the area of information literacy in higher education. CIL is independently published. Furthermore, it is open access in the truest sense; there are no article processing charges or other regressive publication fees. The editors of CIL are solely committed to the investigation of various models and theories of information literacy worldwide, and they remain faithful to principles of open access for academic research.