When it comes to evaluating information that flows across social channels or pops up in a Google search, young and otherwise digital-savvy students can easily be duped, finds a new report from researchers at Stanford Graduate School of Education.
The report, released this week by the Stanford History Education Group (SHEG), shows a dismaying inability by students to reason about information they see on the Internet, the authors said. Students, for example, had a hard time distinguishing advertisements from news articles or identifying where information came from.
"Many people assume that because young people are fluent in social media they are equally perceptive about what they find there," said Professor Sam Wineburg, the lead author of the report and founder of SHEG. "Our work shows the opposite to be true."
One assessment required middle schoolers to explain why they might not trust an article on financial planning that was written by a bank executive and sponsored by a bank. The researchers found that many students did not cite authorship or article sponsorship as key reasons for not believing the article.
Another assessment had middle school students look at the homepage of Slate. They were asked to identify certain bits of content as either news stories or advertisements. The students were able to identify a traditional ad -- one with a coupon code -- from a news story pretty easily. But of the 203 students surveyed, more than 80 percent believed a native ad, identified with the words "sponsored content," was a real news story.
At the high school level, one assessment tested whether students were familiar with key social media conventions, including the blue checkmark that indicates an account was verified as legitimate by Twitter and Facebook.
Students were asked to evaluate two Facebook posts announcing Donald Trump's candidacy for president. One was from the verified Fox News account and the other was from an account that looked like Fox News. Only a quarter of the students recognized and explained the significance of the blue checkmark. And over 30 percent of students argued that the fake account was more trustworthy because of some key graphic elements that it included.
In another assessment, college students had to evaluate website credibility. The researchers found that high production values, links to reputable news organizations and polished “About” pages had the ability to sway students into believing without very much skepticism the contents of the site.
An executive summary of the report is available here.
Bessette/Pitney’s AMERICAN GOVERNMENT AND POLITICS: DELIBERATION, DEMOCRACY AND CITIZENSHIP reviews the idea of "deliberative democracy." Building on the book, this blog offers insights, analysis, and facts about recent events.
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Tuesday, November 22, 2016
A release from Stanford:
Posted by Pitney at 8:02 PM
Labels: civic education, Facebook, government, Internet, mass media, myths and misinformation, news media, political science, politics, public opinion, social media, Twitter