College Students' Credibility Judgments in the Information-Seeking Process

Part of the Volume on Digital Media, Youth, and CredibilityThis chapter presents an in-depth exploration of how college students identify credible information in everyday information-seeking tasks. The authors find that credibility assessment is an over-time process rather than a discrete evaluative event. Moreover, the context in which credibility assessment occurs is crucial to understand because it affects both the level of effort as well as the strategies that people use to evaluate credibility. College students indicate that although credibility was an important consideration during information seeking, they often compromised information credibility for speed and convenience, especially when the information sought was less consequential

Seeing is believing: How people fail to identify fake images on the web

The growing ease with which digital images can be convincingly manipulated and widely distributed on the Internet makes viewers increasingly susceptible to visual misinformation and deception. In situations where ill-intentioned individuals seek to deliberately mislead and influence viewers through fake online images, the harmful consequences could be substantial. We describe an exploratory study of how individuals react, respond to, and evaluate the authenticity of images that accompany online stories in Internet-enabled communications channels. Our preliminary findings support the assertion that people perform poorly at detecting skillful image manipulation, and that they often fail to question the authenticity of images even when primed regarding image forgery through discussion. We found that viewers make credibility evaluation based mainly on non-image cues rather than the content depicted. Moreover, our study revealed that in cases where context leads to suspicion, viewers apply post-hoc analysis to support their suspicions regarding the authenticity of the image

Youth and Digital Media: From Credibility to Information Quality

Building upon a process-and context-oriented information quality framework, this paper seeks to map and explore what we know about the ways in which young users of age 18 and under search for information online, how they evaluate information, and how their related practices of content creation, levels of new literacies, general digital media usage, and social patterns affect these activities. A review of selected literature at the intersection of digital media, youth, and information quality -- primarily works from library and information science, sociology, education, and selected ethnographic studies -- reveals patterns in youth's information-seeking behavior, but also highlights the importance of contextual and demographic factors both for search and evaluation. Looking at the phenomenon from an information-learning and educational perspective, the literature shows that youth develop competencies for personal goals that sometimes do not transfer to school, and are sometimes not appropriate for school. Thus far, educational initiatives to educate youth about search, evaluation, or creation have depended greatly on the local circumstances for their success or failure

Digital Media and Youth: Unparalleled Opportunity and Unprecedented Responsibility

Part of the Volume on Digital Media, Youth, and Credibility This chapter argues that understanding credibility is particularly complex -- and consequential -- in the digital media environment, especially for youth audiences, who have both advantages and disadvantages due to their relationship with contemporary technologies and their life experience. The chapter explains what is, and what is not, new about credibility in the context of digital media, and discusses the major thrusts of current credibility concerns for scholars, educators, and youth

Evaluating the retrieval effectiveness of Web search engines using a representative query sample

Search engine retrieval effectiveness studies are usually small-scale, using only limited query samples. Furthermore, queries are selected by the researchers. We address these issues by taking a random representative sample of 1,000 informational and 1,000 navigational queries from a major German search engine and comparing Google's and Bing's results based on this sample. Jurors were found through crowdsourcing, data was collected using specialised software, the Relevance Assessment Tool (RAT). We found that while Google outperforms Bing in both query types, the difference in the performance for informational queries was rather low. However, for navigational queries, Google found the correct answer in 95.3 per cent of cases whereas Bing only found the correct answer 76.6 per cent of the time. We conclude that search engine performance on navigational queries is of great importance, as users in this case can clearly identify queries that have returned correct results. So, performance on this query type may contribute to explaining user satisfaction with search engines

Introduction to the Volume on Digital Media, Youth, and Credibility

This chapter argues that understanding credibility is particularly complex -- and consequential -- in the digital media environment, especially for youth audiences, who have both advantages and disadvantages due to their relationship with contemporary technologies and their life experience. The chapter explains what is, and what is not, new about credibility in the context of digital media and discusses the major thrusts of current credibility concerns for scholars, educators, and youth

Sketchy rendering for information visualization

We present and evaluate a framework for constructing sketchy style information visualizations that mimic data graphics drawn by hand. We provide an alternative renderer for the Processing graphics environment that redefines core drawing primitives including line, polygon and ellipse rendering. These primitives allow higher-level graphical features such as bar charts, line charts, treemaps and node-link diagrams to be drawn in a sketchy style with a specified degree of sketchiness. The framework is designed to be easily integrated into existing visualization implementations with minimal programming modification or design effort. We show examples of use for statistical graphics, conveying spatial imprecision and for enhancing aesthetic and narrative qualities of visual- ization. We evaluate user perception of sketchiness of areal features through a series of stimulus-response tests in order to assess users’ ability to place sketchiness on a ratio scale, and to estimate area. Results suggest relative area judgment is compromised by sketchy rendering and that its influence is dependent on the shape being rendered. They show that degree of sketchiness may be judged on an ordinal scale but that its judgement varies strongly between individuals. We evaluate higher-level impacts of sketchiness through user testing of scenarios that encourage user engagement with data visualization and willingness to critique visualization de- sign. Results suggest that where a visualization is clearly sketchy, engagement may be increased and that attitudes to participating in visualization annotation are more positive. The results of our work have implications for effective information visualization design that go beyond the traditional role of sketching as a tool for prototyping or its use for an indication of general uncertainty

Understanding Cognition Across Modalities for the Assessment of Digital Resources

Drawing from the theories of the cognitive process, this paper explores the transmission, retention and transformation of information across oral, written, and digital modes of communication and how these concepts can be used to examine the assessment of digital resource tools. The exploration of interactions across modes of communication is used to gain an understanding of the interaction between the student, digital resource and teacher. Cognitive theory is considered as a basis for the assessment of digital resource tools. Lastly, principles for the assessment of digital resource tools are presented along with how assessment can be incorporated in the educational practice to enhance learning in higher education

Credibility: A multidisciplinary framework

No Abstract.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/61241/1/1440410114_ftp.pd