Believing the Unbelievable: Understanding Young People's Information Literacy Beliefs and Practices in the United States
Open accessAbstract
Young people are increasingly turning to the Internet more than to traditional media and information sources to find information. Yet, research demonstrates suboptimal online information literacy among youth today, suggesting potential shortcomings in young people's information consumption behaviors. To assess this, this study investigates several predictors of young people's success in online information evaluation, including their awareness of credibility problems associated with digital information, their use of specific information evaluation practices, and their accuracy in credibility assessment. Results from a study of 2,747 11–18-year-old Internet users indicate both expected and surprising influences of young people's cognitive development, decision-making style, demographic background, and digital information literacy training on their information evaluation awareness, skills, and practices. Theoretical implications and those for redesigning online information literacy interventions are discussed.
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In a national survey of youth aged 11-18, students who reported discussing credibility evaluation with parents or teachers were more likely to believe a hoax website.
“In a national survey of youth aged 11-18, Metzger et al. (2015) found that students who reported discussing credibility evaluation with parents or teachers were more likely to believe a hoax website.”
From The Promises, Challenges, and Futures of Media Literacy (2018) · cites this paper as Metzger et al. (2015)
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Apakah Misleading Headline News Covid-19 Berpengaruh terhadap Keputusan Membaca Isi Berita?
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- Authors
- Metzger, M. J., Flanagin, A. J., Markov, A., Grossman, R., & Bulger, M.
- Affiliations
- University of California, Santa Barbara (US)
- Harvard University (US)
- Venue
- Journal of Children and Media
- Publisher
- Informa UK Limited
- Published
- 2015-07-03
- Volume
- 9
- Issue
- 3
- Pages
- 325-348
- ISSN
- 1748-2798 (ISSN-L)
- 1748-2801
- OpenAlex
- W1958308845
- Cited by
- 119
- References
- 76
- Citations by year
- 2026: 13 · 2025: 11 · 2024: 11 · 2023: 12 · 2022: 14 · 2021: 16 · 2020: 17 · 2019: 14 · 2018: 7 · 2017: 1 · 2016: 3
- FWCI
- 29.57
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Journal of Children and Media (publishedVersion)
- Funders
- John D. and Catherine T. MacArthur Foundation
- Topics
- Social Sciences › Library and Information Sciences › Library Science and Information Literacy
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Literacy, Media, and Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- information literacy, youth, online information evaluation, credibility assessment, digital information literacy, cognitive development, decision-making styles, demographic factors, information literacy training, online information sources
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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