INFORMATION LITERACY : INTERNET: SEARCH : EVALUATION: OF INFORMATION SOURCES ACCURACY AND DEPENDABILITY : ADOLESCENTS : YOUNG ADULTS : PUBLISHERS PUBLISHING AND PUBLICATIONS: DIGITAL MEDIA: Youth and Digital Media: From Credibility to Information Quality

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INFORMATION LITERACY :

INTERNET: SEARCH :

EVALUATION OF INFORMATION SOURCES ACCURACY AND DEPENDABILITY :

ADOLESCENTS :

YOUNG ADULTS:

PUBLISHERS PUBLISHING AND PUBLICATIONS: DIGITAL MEDIA:

Youth and Digital Media: From Credibility to Information Quality

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Youth and Digital Media: From Credibility to Information Quality

The Berkman Center for Internet and Society's Youth and Media Team

http://cyber.law.harvard.edu/node/7486

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Youth and Digital Media: From Credibility to Information Quality

Urs Gasser
Harvard University - Berkman Center for Internet & Society; University of
St. Gallen

Sandra Cortesi
Harvard University - Berkman Center for Internet & Society

Momin Malik
Harvard University - Berkman Center for Internet & Society

Ashley Lee
Harvard University - Berkman Center for Internet & Society


February 16, 2012

Berkman Center Research Publication No. 2012-1


Abstract:
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 youths
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.

Number of Pages in PDF File: 150

Keywords: young people, students, children, adolescents, teenagers, high
school, middle school, elementary school, new media, Internet, ICT, Web,
credibility, relevance, reliability, trust, truth, authority, veracity,
information behavior, teaching, blogging, information-problem-solving,
content creation

Working Paper Series
Date posted: February 20, 2012
Suggested Citation

Gasser, Urs, Cortesi, Sandra Cortesi, Malik, Momin and Lee, Ashley, Youth
and Digital Media: From Credibility to Information Quality (February 16,
2012). Berkman Center Research Publication No. 2012-1. Available at SSRN:
http://ssrn.com/abstract=2005272 or http://dx.doi.org/10.2139/ssrn.2005272


Export to: BibTeX EndNote RefMan RefWorks Export Citation What's this?
Contact Information
Urs Gasser (Contact Author)
Harvard University - Berkman Center for Internet & Society ( email )
Harvard Law School, Baker House
1587 Massachusetts Avenue
Cambridge, MA 02138
United States

HOME PAGE: http://cyber.law.harvard.edu/people/ugasser.html

University of St. Gallen ( email )
Research Center for Information Law
Blumenbergplatz 9
CH-9000 St.Gallen Switzerland

HOME PAGE: www.fir.unisg.ch

Sandra Clio Cortesi
Harvard University - Berkman Center for Internet & Society ( email )
Harvard Law School, Baker House
1587 Massachusetts Avenue
Cambridge, MA 02138
United States

Momin Malik
Harvard University - Berkman Center for Internet & Society ( email )
Harvard Law School, Baker House
1587 Massachusetts Avenue
Cambridge, MA 02138
United States

Ashley Lee
Harvard University - Berkman Center for Internet & Society ( email )
Harvard Law School, Baker House
1587 Massachusetts Avenue
Cambridge, MA 02138
United States

http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2005272

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Full Text Report

http://papers.ssrn.com/sol3/Delivery.cfm/
SSRN_ID2005272_code1702528.pdf?abstractid=2005272&mirid=1

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A shorter URL for the above link:

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http://tinyurl.com/7uvpfbb

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SUGGESTED CITATIONS

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APA

Gasser, U., Cortesi, S., Malik, M., & Lee, A. (2012). Youth and digital
media: From credibility to
information quality. Berkman Center for Internet & Society. Retrieved
[Month Day, Year] from
http://ssrn.com/abstract=2005272.

.

Chicago (Bibliography)

Gasser, Urs, Sandra Cortesi, Momin Malik, and Ashley Lee. Youth and
Digital Media: From
Credibility to Information Quality. Berkman Center for Internet & Society
(2012). Accessed [Month
Day, Year]. http://ssrn.com/abstract=2005272.

.

Chicago (Footnote)

Urs Gasser, Sandra Cortesi, Momin Malik, and Ashley Lee, Youth and Digital
Media: From
Credibility to Information Quality, Berkman Center for Internet & Society
(2012), accessed on
[Month Day, Year], http://ssrn.com/abstract=2005272.

.

MLA

Gasser, Urs, Sandra Cortesi, Momin Malik, and Ashley Lee. Youth and
Digital Media: From
Credibility to Information Quality. Berkman Center for Internet & Society,
2012. Web. [Day Mon.
Year]. <http://ssrn.com/abstract=2005272>.

.

Bluebook

Urs Gasser, Sandra Cortesi, Momin Malik & Ashley Lee, YOUTH AND DIGITAL
MEDIA: FROM
CREDIBILITY TO INFORMATION QUALITY, BERKMAN CENTER FOR INTERNET & SOCIETY
(2012),
available at http://ssrn.com/abstract=2005272.

.

AMA

Gasser U, Cortesi S, Malik M, Lee S. Youth and digital media: From
credibility to information quality.
Berkman Center for Internet & Society. 2012. Available at:
http://ssrn.com/abstract=2005272.
Accessed [Month Day, Year].

.

Harvard

Gasser, U., Cortesi, S., Malik, M. and Lee, A. (2012) Youth and digital
media: From credibility to
information quality, Berkman Center for Internet & Society, Available:
http://ssrn.com/abstract=2005272, [[Day Mon Year]].

.

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KEYWORDS

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Youth, young people, students, children, adolescents, teenagers, high
school, middle school, elementary school, digital media, new media,
Internet, ICT, Web, online, information quality, credibility, relevance,
reliability, trust, truth, authority, veracity, evaluation, information
behavior, informationseeking, information-problem solving, everyday-life
information seeking, media literacy, information literacy, digital
literacy, new literacies, content creation, blogging, education, learning,
teaching, instruction.

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ABSTRACT

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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
qualityprimarily works from library and information science, sociology,
education, and selected ethnographic studies reveals patterns in youths
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.

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TABLE OF CONTENTS

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1. Information Quality and Youth a Research Framework


1.1 Information Quality


1.1.1 From Credibility to Information Quality


1.1.2 Towards a Context- and Process-Oriented Framework


1.2 Youth Context


1.2.1 Definition of Youth


1.2.2 Youth Definition of Information


1.3 Context and Purposes


1.4 Skills and Norms


1.4.1 Skills


1.4.2 Crossover Between Contexts


1.5 Perspectives on Information Quality in the Youth Context


2. Scope and Structure


2.1 Scope


2.2 Structure


2.2.1 Process


2.2.2 Sections Overview


3. Online Demographics


3.1 Patterns of Use


3.1.1 Who is Online?


3.1.2 From Where Do Youth Go Online?


3.1.3 What Do Youth Do Online?


3.1.4 Relatively Passive Activities


3.1.5 Interactive Activities


3.1.6 Creative Activities


3.2 Youth Experience of Information Quality


4. Information Seeking


4.1 Introduction


4.1.1 Search in the Digital Context


4.1.2 Relationship to Existing Literature


4.1.3 The Digital Context, in Context


4.1.4 Models of Search, and Searching Versus Evaluating


4.2 Main Behavior


4.2.1 Beginning a Search


4.2.2 Navigation and Reduction Behavior


4.2.3 Visual and Interactive Elements


4.2.4 Exploration


4.2.5 Ending


4.3 Variables


4.3.1 Purpose of Search and Motivation


4.3.2 Gender


4.3.3 Age / Development and Experience


4.3.4 Socio-Economic Status (SES)


4.3.5 Race / Ethnicity


4.3.6 Networks of Friends


4.3.7 Skill


4.3.8 Variables Use Case: Health Information


4.4 Problems


4.4.1 Information Overload


4.4.2 Distraction


4.4.3 Complexity


5. Information Evaluation


5.1 Defining Evaluation


5.2 Quality and the Turn to Digital Media


5.3 Main Criteria


5.3.1 Topicality


5.3.2 Cues and Heuristics


5.3.3 Visual and Interactive Elements


5.3.4 Judgments of Objective Qualities


5.4 Variables


5.4.1 Motivation and Purpose of Search


5.4.2 Gender


5.4.3 Age / Development


5.4.4 Generation and Time


5.4.5 Socio-Economic Status (SES)


5.4.6 Race / Ethnicity


5.4.7 Skill


5.4.8 Collaborative Evaluation


5.4.9 Individual Preferences


5.4.10 Variables Use Case: Health Information


5.5 Youth Deficiencies


5.5.1 Youth Do Not Evaluate Credibility / Accuracy / Authority


5.5.2 Youth Too Easily Dissociate Message and Source


5.5.3 Youth Do Not Distinguish Commercial Content


5.6 Credibility, Adult Contexts


5.6.1 Credibility Definitions and Models


5.6.2 Adult Vulnerability


5.6.3 Fears of Compounding Vulnerabilities


5.6.4 Encouraging Signs


6. Information Creation


6.1 New Literacies


6.2 Content Categories


6.2.1 Social Networking Services (SNS)


6.2.2 Wikis


6.2.3 Personal Websites


6.2.4 Blogs


6.2.5 Self-Authored Content Sharing


6.2.6 Games


6.3 Skills


6.3.1 Digital Fluency and Technical Skills


6.3.2 Writing and Language Skills


6.3.3 Social / Collaborative Skills (collaborative knowledge building,
problem solving, etc.)


6.4
Norms


6.4.1 Online Meanness and Bullying


7. Information Learning and Education


7.2 Learning in the Social and Personal Contexts


7.2.1 Learning from Parents


7.2.2 Learning How to Search and Evaluate / Learning Through Search and
Evaluation


7.2.3 Learning How to Create / Learning Through Creation in the Personal
Context


7.2.4 Learning How to Create / Learning Through Creation in the Social
Context


7.3 Teaching in the Academic Context


7.3.1 Teaching Search

7.3.2 Teaching Evaluation


7.3.3 Teaching Creation and Teaching Through Creation

Works Cited

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While we have not found systematic studies of using social networking
sites in class at the level of primary or secondary education, Kirkland
(2008, p. 16) suggests that students publish their works on social
networking sites, and that this could encourage them to critically reflect
on their use of social networking sites (perhaps by being a starting point
for discussion).

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A sub-topic of creation is not creating with or within video games, but
actually creating video games. Willett (2007, pp. 170-171) aimed to see if
a reservoir of informal knowledge that youth build might be accessed and
whether it could be transformed by being applied in production-based
situations (p. 170), and whether production could be used to critically
engage with the participants experiences of playing video games.
Documenting a weekly, pilot game-design class for 10 nine- to
thirteen-year-old boys, Willett observed that the tutor was most effective
when she showed the students how to carry out an effect more efficiently
than they were currently doing (p. 175). In such cases, they were able to
take the skill or technique and apply it in other situations. When the
tutor tried to present a more structured lesson progression, she became
frustrated, feeling that the boys were not working hard enough, and not
practicing with the software (p. 173). When she tried giving one-on-one
instruction, and tried to scaffold learning, Willett observed the students
did not gain the same ability to generalize beyond the given information
and that the scaffolding was not successful (p. 175).

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The main difficulty proved to be in the use of the professional software,
and in particular, integrating the 3D models into Photoshop and Flash. The
ability to make high-quality 3D models, with quality corresponding to the
students experience of the graphics of professional games (p. 178), and
yet the inability to integrate these into Flash led to the students
ultimately not producing any interactive content. However, Willett notes
that despite her observation of the students apparent frustration, almost
all returned when the project was run a second year (p. 176). The Computer
Clubhouse has also attempted to have youth not just playing video games,
or creating and modifying in-game content (i.e., within fixed parameters),
but creating games (Peppler & Kafai, 2007b, p. 1; 2007a). From studies of
such efforts, interface design emerges as a clear practice area in which
youth game designers can express creative norms.


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Sincerely,
David Dillard
Temple University
(215) 204 - 4584
jw...@temple.edu
http://workface.com/e/daviddillard

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