Evaluating Online Information Research Articles

Mother-Daughter Dyads’ Perceptions of Contraception

In an increasing number of states, parents must provide permission for their daughters under 18-years-old to start contraception. We sought to understand perceptions among mother-daughter dyads about sources of information, and to describe dyadic interactions when discussing contraception. Dyads were recruited from an adolescent medicine clinic in Dallas, TX. A semi-structured joint interview was conducted with each dyad. Interviews were recorded, transcribed, and coded through an iterative approach. There were 11 dyadic interviews (22 participants). Sources of information about contraception included mothers, healthcare providers (HCPs), friends/family, school, and individualized learning. Dyads identified distinct purposes and limitations of each source. Mothers noted the importance of supporting their daughter's development and specific needs. Often these conversations began with a discussion of menstrual management. Information from friends/family was overwhelmingly anecdotal. Schools and HCPs were viewed as trusted sources, and the internet/social media as possibly inaccurate or misleading. Dyads described several risks and benefits of different methods. Minimal conflict was noted. These results provide rich information about how mother-daughter dyads view contraception in joint discussion. It is important to ensure that accurate stories about contraception are accessible and teaching health literacy would be helpful. Menstrual management appears to be an acceptable starting point to discuss contraception. Schools and HCPs are trusted sources and measures should be taken to ensure teaching is accurate, developmentally appropriate and teaches evaluation of online information. Regardless of parental consent laws for adolescent contraception, engaging caregivers in the process can help support adolescent contraceptive decision-making.

Pitfalls of social media for aesthetic eye surgery patients: assessing YouTube's aesthetic canthoplasty content.

YouTube, a popular source for diverse information, hosts a wealth of content on aesthetic canthoplasty. Yet, concerns linger about the accuracy and reliability of these videos, with potential for inaccuracies, biases, or misleading information. This study aims to evaluate the quality and reliability of YouTube content on this sought-after facial enhancement procedure. The study employs four distinct scoring tools: the Global Quality Score (GQS), the Medical Quality Video Evaluation Tool (MQ-VET), the Patient Education Materials Assessment Tool for Audiovisual Materials (PEMAT-A/V), and the Video Power Index (VPI). Analysis of a total of 173 YouTube videos relevant to aesthetic canthoplasty revealed scores that were primarily indicative of poor quality and reliability.(Mean score ± SD, PEMAT A/V: 30.75 ± 28.8, MQ-VET: 28.57 ± 12.6, GQS: 1.7 ± 1) Notably, these videos were predominantly uploaded by healthcare professionals (82.1%), and they focused more on advertisements (46.2%) than on scientific or educational information. Their elevated viewership and engagement metrics (likes, comments, and shares) attest to their significant popularity and influence. (Mean VPI score: 176.6 ± 635.8). YouTube's influence on aesthetic eyelid surgery is undeniable, shaping patient choices and expectations. However, unrealistic beauty ideals, heightened body dissatisfaction, and social comparisons lurk within its content, potentially harming psychological well-being and surgical decisions. Prioritizing qualified medical guidance and critical evaluation of online information are crucial for patients. Authors and platforms must act responsibly: authors by producing high-quality content, platforms by tackling misinformation.

Eight-year-olds engaging in guided information searches with iPads: Dimensions of reading competence

This study examines how eight-year-old students engage in teacher-guided digital online reading during internet searches for specific information. The research focuses on the students' digital literacy and their ability to evaluate sources and decode complex text. We have used Luke and Freebody's four resources model and the concept of sourcing as theoretical underpinning. The study had a descriptive and exploratory approach. The study involved 17 eight-year-old students from a school with a one-to-one tablet policy. The students were divided into small groups to encourage interaction. Data were collected through audio and screen recordings and were multimodally transcribed to provide a detailed account of the children's internet search interactions. The study reveals that while students demonstrated proficiency in using digital tools and navigating the internet, they often struggled to assess source credibility and critically interpret the information they encountered. Furthermore, the study highlights the importance of guiding young students in navigating the complex media landscape, emphasizing the need to enhance their knowledge of different types of sources and the categories of individuals producing content. The researchers found that students' prior knowledge, such as familiarity with printed books, played a role in how they approached online reading, sometimes leading to difficulties in adapting their strategies for digital formats. In conclusion, this research underscores the need for explicit instruction and collaborative efforts in the classroom to develop students' digital reading skills and their ability to critically assess online sources, thus bridging the gap between technological proficiency and effective digital literacy. The findings offer insights for educators in preparing young readers for digital literacy and effective online information evaluation.

Examining the role of student teachers' perceived usefulness of ICT and resilience to digital distractions on their evaluation of online information

AbstractBackgroundWith the rapid advancement of digital technology, student teachers must be proficient in evaluating digital information, resilient to digital distractions, and able to discern the usefulness of Information and Communication Technology.ObjectivesThis study investigates the relationships between these concepts at two points in time.MethodsThe sample includes 153 student teachers from a Norwegian university.Results and conclusionFactor analysis supports a model with three unique concepts at both T1 and T2, maintaining an identical factor structure. However, five out of nine items display low levels of test–retest reliability, coupled with inadequate measurement invariance across time for the concepts. A consistent factor structure is necessary before checking for variations in items and concepts. Therefore, longitudinal studies are required for both methodological and substantive purposes. Resilience to digital distractions (T1) exhibits a positive relationship with the evaluation of digital information (T2). Further studies exploring this relationship over time appear crucial.

Is the Internet Sufficient and Trustworthy for Torticollis Parents? Evaluation of Online Information for Torticollis

Is the Internet Sufficient and Trustworthy for Torticollis Parents? Evaluation of Online Information for Torticollis

Emerging Technologies: Leveraging Digital Literacy for Self-Sufficiency Among Library Professionals

In today's rapidly evolving information landscape, library professionals play a pivotal role in helping individuals and communities’ access, evaluate, and utilize digital resources effectively. As technology continues to reshape the way information is accessed and disseminated, library professionals must embrace digital literacy as a key competency. This essay explores the importance of digital literacy in the context of emerging technologies and how library professionals can leverage it to achieve self-sufficiency in their roles. The paper concludes that digital literacy empowers library professionals to navigate the digital landscape, harness AI and data analytics, curate digital resources effectively, teach online information evaluation, and promote digital inclusion. Given the ever-evolving digital information landscape, librarians are entrusted with the critical task of providing access to knowledge and guiding patrons through a complex web of digital resources. From the paper, it is believed that leveraging digital literacy is the key to achieving self-sufficiency in these roles. As information navigators in the digital age, librarians must continue to cultivate their digital literacy skills and adapt to emerging technologies. The paper recommends that librarians should invest in continuous training and professional development programs focused on digital marketing, e-commerce, and content creation, libraries should allocate resources strategically to invest in the necessary digital tools and platforms for income generation and libraries can implement change management strategies to address resistance to digital transformation and foster a culture of innovation.

How do online users respond to crowdsourced fact-checking?

Recently, crowdsourcing has been proposed as a tool for fighting misinformation online. Will internet users listen to crowdsourced fact-checking, and how? In this experiment we test how participants follow others’ opinions to evaluate the validity of a science-themed Facebook post and examine which factors mediate the use of this information. Participants observed a post presenting either scientific information or misinformation, along with a graphical summary of previous participants’ judgements. Even though most participants reported not having used information from previous raters, their responses were influenced by previous assessments. This happened regardless of whether prior judgements were accurate or misleading. Presenting crowdsourced fact-checking however did not translate into the blind copying of the majority response. Rather, participants tended to use this social information as a cue to guide their response, while also relying on individual evaluation and research for extra information. These results highlight the role of individual reasoning when evaluating online information, while pointing to the potential benefit of crowd-sourcing-based solutions in making online users more resilient to misinformation.

Why do some teachers teach media literacy while others do not? Exploring predictors along the “will, skill, tool, pedagogy” model

The present study aims to identify factors that predict whether teachers engage in teaching about digital technologies (media education), which is an under-researched topic compared to the research about teaching with digital technologies (technology integration). Thus, a popular model of technology integration—the “will, skill, tool, pedagogy” model—guided our research on media education. Based on a survey of 2247 Swiss upper secondary school teachers, we found that for most of the media education topics, only a minority of teachers indicated that they have addressed them in class. Multilevel binomial regression analyses revealed that teachers' responsibility beliefs (will) were one of the most important predictors of discussing media education topics. Furthermore, teachers' self-assessed technical skills (skill) positively predicted whether they taught media literacy, whereas skills in teaching with digital technologies perceived by teachers (pedagogy) only promoted the likelihood that teachers would address topics of critical evaluation of online information and ethical questions of automation. The quality of the schools’ infrastructure (tool) seemed to be of minor importance or to have even detrimental effects in the context of media education. Moreover, we observed differences between subjects in engagement in media education, with language, arts, and humanities teachers being particularly more likely to cover aspects of media literacy in class.

A rainbow Hurricane?: Exploring student evaluations of ambiguously credible tweeted information within crisis contexts

During crisis contexts, information is both critical for user’s decision making and simultaneously challenging to evaluate. When online information’s credibility is ambiguous, young learners are challenged to evaluate rapidly evolving online information. This study sought to explore how 8th-grade students evaluated an ambiguously credible Tweet involving an extraordinary image of Hurricane Dorian. Students rated their skepticism about the image, provided a warrant for their rating, and hypothesized a purpose behind the original poster’s tweet. Students demonstrated three approaches to evaluating the tweet: focusing on information content over source, assuming internet-specific authorial purposes, and applying in-school literacies. This study highlights that educators can use ambiguously credible texts to support students in evaluating online information by supporting student equivocation between contradictory content and source credibility.

Utilization of social media in Learning Islamic Religion: Its Impact on Strengthening Student Outcomes and Achievements

This study analyzes the effect of virtual entertainment stages on understudy results and accomplishments in Islamic training. Through a blended strategies approach, including overviews and meetings, information is gathered to survey understudies' utilization examples and impressions of virtual entertainment about their growth opportunities. Primer discoveries show that virtual entertainment stages offer a few benefits concerning Islamic training. First and foremost, they create a feeling of the local area and empower cooperative advancement by trading thoughts among understudies. Furthermore, these stages give simple admittance to many assets, including Islamic talks, conversations, and literary materials, improving the profundity and expansiveness of learning. Additionally, social media fosters engagement and active participation through interactive content, quizzes, and discussions, contributing to a dynamic learning environment. However, challenges associated with social media use in Islamic education are identified. These include the need for digital literacy skills and the critical evaluation of online information. The study emphasizes the importance of responsible and ethical use of social media, ensuring that the content aligns with Islamic values and principles. By shedding light on integrating social media into Islamic education, this research expands the existing knowledge on the subject. It provides valuable insights into the potential of social media platforms to improve student outcomes and achievements in studying Islamic religion. The study also underscores the significance of using social media appropriately and responsibly to ensure adherence to Islamic principles.

Rampant online marketing of teeth whitening products: Evaluation of online information, labelling accuracy and quantitative analysis of high peroxide content gels

Background/Purpose: Online vendors seize the advantage of the high demand on home-use, do-it-yourself dental bleaching products. The study aims to present the uncontrolled online market of dental products and provide evidence of consumer safety risks associated with the utilization of high peroxide content bleaching products without dentist's supervision, and also to identify misleading and insufficient information on content and compromised product quality. Materials and methodsA complex risk-based methodology was used including website content evaluation focusing on ingredients, precautionary statements and directions for use provided by online retailers. Bleaching products were test procured in which packaging and labels were documented and assessed. Quality control was performed using the permanganometric method per the official European Pharmacopoeia. ResultsOne (16.7%) of six test procured peroxide gels was not delivered. Another arrived without enclosed description or instructions. The ingredient list was incomplete or missing for all (100%) online products, however, it was listed on the label or in enclosed documentation in four out of five (80%) samples. Precautionary statements were scarcely (16.7%) disclosed online, contrarily, safety claims were emphasized by most (83.3%) websites. Contraindications and adverse effects were mentioned in the majority (80%) of the delivered product labels. One sample contained no active principle, in two sample’ peroxide content exceeded the label's claim by 5.2–9.0% while in another two it was below the concentration indicated on the labels by 79.9–80.7%. ConclusionsDissimilarity in regulations elicits an opportunity for consumers to purchase inappropriately labeled, questionable quality, high peroxide content dental products without information regarding ingredients, application and risks. The uncontrolled market, easy access and unsupervised application of high peroxide-content teeth whiteners imply patient safety issues.

Theory Matters

Abstract: Following an extended perspective of evidence-centered design, this study provides a methodological exemplar of the theory-based construction of process indicators from log data. We investigated decision-making processes in web search as the target construct, assuming that individuals follow a heuristic search (focusing on search results vs. websites as a primary information source) and stopping rule (following a satisficing vs. sampling strategy). Drawing on these assumptions, we describe our reasoning for identifying the empirical evidence needed and selecting an assessment to obtain this evidence to derive process indicators that represent groups differentiated by search and stopping rule combinations. To evaluate our approach, we reanalyzed the processing behavior of 150 university students who were requested in four tasks to select a specific website from a list of five search results. We determined the process indicators per item and conducted multiple cluster analyses to investigate group recovery. For each item, we found three clusters, two of which matched our assumptions. Additionally, we explored the consistency of students’ cluster membership across items and investigated their relationship with students’ skills in evaluating online information. Based on the results, we discuss the tradeoff between construct breadth and process elaboration for deriving meaningful process indicators.

Critical Online Information Evaluation (COIE): A comprehensive model for curriculum and assessment design

The recent evolution of technology and the Internet has transformed how individuals find and share information. Research shows that citizens of all ages and backgrounds struggle with critical online information evaluation (COIE), which could result in serious societal consequences. Although it is crucial to develop student proficiency within this key information literacy construct beginning in middle school, there is currently no interdisciplinary framework for designing COIE instruction or assessments. To address this gap, we have developed a comprehensive COIE model for curriculum developers, assessment creators, and practitioners to implement at the secondary and post-secondary level. In this paper, we provide cross-disciplinary theoretical context and empirical grounding for our model, offer guidance for its practical application in the 6-16 curriculum, and discuss metacognitive and sociocultural considerations for developing and measuring learners’ COIE proficiency.

Growing Taller without Hormones? Dr. Consult Google-An Evaluation of Online Information Related to Limb Lengthening.

The aim of this study was to investigate the reliability, content and readability of the information available on the Internet related to limb lengthening surgeries, which have recently been progressively in fashion. The three most commonly used browsers on the Internet were determined and a search term for "Limb Lengthening Surgery" was typed for each browser. The websites were categorized by their type, and the content and the quality of them was evaluated using the DISCERN score, the Journal of American Medical Association (JAMA) benchmark and the Global Quality Score (GQS). The Flesch Kincaid Grade Level (FKGL) and the Flesch Reading Ease Score (FKRS) were used to evaluate the readability. Each website also assessed the presence (or absence) of the Health on Net (HON) code. The academic category was found to be significantly higher than the medical and commercial categories. Mean FKGL and FCRS scores, DISCERN score values, JAMA, GQS and LLCS score values of Websites with HON code were significantly higher than those without. The quality of online information related to limb lengthening was of low quality. Although some websites, especially academic resources, were of higher quality, the readability of their content is just about 2.5 degrees higher than the sixth-grade reading level.

Free Consumer Web Resources on Immunization and Vaccination

Great advances in immunization have resulted in the eradication of multiple deadly diseases. Nevertheless, current sources of misinformation, such as social media, have led to growing vaccination hesitancy and refusal to vaccinate. It is the role of medical and information professionals to educate the general public about the importance of evaluating online information on immunization and to provide access to the most accurate, comprehensive, and high-quality online health-care resources. Numerous free, reputable websites created by government and health-care institutions should be recommended to patients to address questions about the safety of vaccines, importance of immunization, and vaccination schedules.

The Importance of Selected Criteria for Assessing the Credibility of Information on the Internet from the Perspective of Users Searching Health and Disease Information Websites

Aim. The aim of the survey was to find out how and why users of websites containing health information searched for information, how they feel about selected criteria for assessing the credibility of information, and what they are more likely to trust when they encounter a discrepancy between information from the website and from a doctor. Methods. An online survey of users of 4 health information websites, two of which are listed as trusted sites on MedLike. The respondents assessed 10 criteria for determining the trustworthiness of online information and websites by assigning a number of stars (5 stars = important). Results. The questionnaire was answered by 32,428 respondents (79.5% women, average age 47 years). The most frequently cited reasons for seeking information were their own health or illness (49%). Most respondents searched for information through an Internet search engine (66%). The importance of the criteria for selecting information did not differ significantly. The respondents gave the highest score (2.29) to the criterion of ease (I can easily find what I need). This was followed by consistency with information from the doctor (2.28). Conclusion. The respondents searched for information in the way described in the literature as most common (using a search engine) and tended towards a heuristic evaluation of online information and its sources (ease of information retrieval) and also appreciated if the information found concurred with information from a healthcare professional.

Ectopic and impacted maxillary canines: A quality evaluation of online information.

To determine the quality of online information regarding ectopic and impacted maxillary canines (EIMCs). A cross-sectional survey on the Internet. An online search using eight terms was carried out using four search engines. The relevant content of websites satisfying the inclusion and exclusion criteria were assessed for quality by applying three quality of information instruments and one readability tool. Statistical analyses were performed through GraphPad Prism 9.0. In total, 77 websites were evaluated. Most of the assessed content was associated with oral and maxillofacial surgery (49.35%) and orthodontic websites (31.18%). The overall mean DISCERN score was 38.05 ± 9.76/80 with 59.73% of websites recording a poor or very poor score. Three (3.9%) websites contained the HONCode seal. Twelve (15.58%) websites satisfied at least three out of a maximum four JAMA benchmarks and 11 (14.29%) satisfied none. The mean SMOG score was 9.81 ± 1.52 (95% confidence interval = 9.46-10.16; range = 6.7-15.1). The quality of online information related to EIMCs was poor and the content was difficult to read. Professional societies and clinicians should consider the use of quality of information and readability tools to enable the provision for reliable, high-quality and readable online information. This will assist EIMC treatment-related decision-making and management by patients and their families.

Records, trust, and misinformation: Using birtherism to understand the influence of conspiracy theories on human information interactions

AbstractRecords are persistent representations of activities created by partakers, observers, or their authorized proxies. People are generally willing to trust vital records such as birth, death, and marriage certificates. However, conspiracy theories and other misinformation may negatively impact perceptions of such documents, particularly when they are associated with a significant person or event. This paper explores the relationship between archival records and trustworthiness by reporting results of a survey that asked genealogists about their perceptions of 44th U.S. President Barack Obama's birth certificate, which was then at the center of the “birtherism” conspiracy. We found that although most participants perceived the birth certificate as trustworthy, others engaged in a biased review, considering it not trustworthy because of the news and politics surrounding it. These findings suggest that a conspiracy theory can act as a moderating variable that undermines the efficacy of normal or recommended practices and procedures for evaluating online information such as birth certificates. We provide recommendations and propose strategies for archivists to disseminate correct information to counteract the spread of misinformation about the authenticity of vital records, and we discuss future directions for research.

Conversations after lateral reading: Supporting teachers to focus on process, not content

High school students need support learning to evaluate online information. As curricular resources are developed in this area, how teachers use these resources and engage students in learning to evaluate online information is a critical question. Research is needed that focuses on teachers in action in their classrooms, analyzing their areas of strength and identifying places they may need more support. This study analyzed whole-class conversations during four lessons in six high school social studies classes in a large U.S. district where students learned an approach to evaluating online sources called lateral reading. We used qualitative methods to investigate whether these conversations focused on content specific to the assigned examples or on knowledge and skills likely to apply to future experiences evaluating online information. We found that discussions focused on the original sources being investigated instead of on the process of lateral reading. Teachers often shared and prompted details about the original sources and put less focus on how or where students uncovered those details. Faced with teaching a new approach to evaluating online information, more specific and extended supports may be required for teachers as they learn to teach lateral reading.

Differences in digital health literacy and future anxiety between health care and other university students in England during the COVID-19 pandemic

BackgroundThis study investigates university students’ digital health literacy and web-based information-seeking behaviours during the early stages of the COVID-19 pandemic in England. It compares undergraduate and postgraduate students in non-health related subjects with health care students, many of whom were preparing for, or working in, frontline roles. The survey was conducted as part of a wider study by the COVID-HL research consortium.MethodsA cross-sectional study was conducted among n = 691 university students aged ≥18 years from 25 universities across England using an adapted digital survey developed by COVID-HL. Data were collected regarding sociodemographic characteristics and specific measures drawn from the Future Anxiety Scale and the Digital Health Literacy Instrument (DHLI). These had been adapted for use in an English setting and to the specific context of the COVID-19 pandemic. Other data collected included students’ anxiety or worries about the future using the Dark Future Scale as well as behaviours in online information-seeking. Data were analysed using correlations to test for relationships between constructs and also between group comparisons to test for differences between students studying health and non-health related subjects.ResultsAcross digital health literacy dimensions, there was no significant difference between students studying health-related subjects and other students. Health care students did report greater difficulties in relation to how to behave online. They also relied less on public body sources for information about the pandemic. A significant difference was found between the two student populations in relation to their anxiety about the future with health care students reporting fewer fears about the future.ConclusionsAlthough digital health literacy is well developed in university students, a significant proportion of students still face difficulties with evaluating online information which may frustrate public health efforts. This could be addressed by ensuring health students’ curriculum in particular encompasses digital health literacy.