Evaluation of social media information among college students: An information literacy approach using CCOW

Abstract

Social media platforms have become increasingly important as sources of information in higher education. However, assessing the quality of information on these platforms posed a challenge due to wide variability in reliability. This study aimed to explore the impact of the CCOW (Credentials, Claims, Objectives, Worldview) approach on college students' evaluation of social media information. Participants were provided with a CCOW information literacy guide, which served as a manual for analyzing social media data. Prior to the intervention, students completed a pre-test assignment to assess their proficiency in evaluating social media material without the CCOW Guide. Subsequently, a post-test assignment was administered after the intervention, utilizing the CCOW guide to evaluate material from social media. The primary goal of the study was to determine the effect of the CCOW approach on students' evaluation skills. The findings highlighted significant differences in the evaluation of social media information following the implementation of the CCOW information literacy approach.