Preparing College Students for a Digital Age: A Survey of Instructional Approaches to Spotting Misinformation
Abstract/Contents
- Abstract
- Misinformation has become a regular feature of the Internet. Research suggests that everyone, including young people who have grown up with digital devices, struggles to differentiate fact from fiction online because they read closely rather than turn to external sources. We analyzed the resources students find when they seek advice offered by college or university web sites on evaluating the credibility of online information. A random sample of 50 universities indicated that for nearly all institutions, students are advised to engage in close reading to determine credibility. We conclude by recommending that institutions overhaul how they teach students to evaluate online sources.
Description
Type of resource | text |
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Date created | November 4, 2021 |
Date modified | November 4, 2021; January 4, 2022; December 5, 2022 |
Publication date | November 4, 2021 |
Creators/Contributors
Author | Ziv, Nadav | |
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Author | Bene, Emma |
Subjects
Subject | digital literacy |
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Subject | misinformation |
Subject | Media literacy |
Subject | online reasoning |
Genre | Text |
Genre | Article |
Bibliographic information
Access conditions
- Use and reproduction
- User agrees that, where applicable, content will not be used to identify or to otherwise infringe the privacy or confidentiality rights of individuals. Content distributed via the Stanford Digital Repository may be subject to additional license and use restrictions applied by the depositor.
- License
- This work is licensed under a Creative Commons Attribution Non Commercial No Derivatives 4.0 International license (CC BY-NC-ND).
Preferred citation
- Preferred citation
- Ziv, N. and Bene, E. (2021). Preparing College Students for a Digital Age: A Survey of Instructional Approaches to Spotting Misinformation. Stanford Digital Repository. Available at https://purl.stanford.edu/qq566ny0539
Collection
Graduate School of Education Open Archive
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