XPost: sci.misc   
   From: internetado@bbs.alt119.net   
      
   Abstract   
      
   The rise of social media platforms and the subsequent lack of   
   traditional gatekeeping mechanisms contribute to the multiplied spread   
   of scientific misinformation. Particularly in these new media spaces,   
   there is a rising need for science education in fostering a science   
   media literacy that enables students to evaluate the credibility of   
   scientific information. A key determinant of a successful credibility   
   evaluation is the effectiveness of the criteria students apply in this   
   process. However, research suggests that existing credibility criteria   
   are often not integrated into students' actual social media evaluation   
   behavior. This hints to a lack of transferability of the existing   
   criteria. As a consequence, knowledge about how learners evaluate   
   credibility in social media is a first step in closing this gap. In the   
   present study, we report results from six focus groups with 21   
   10th-grade students (M = 15 years, 57% female, 38% male, 5% nonbinary)   
   about their usage of different credibility criteria in the case of   
   social media posts about climate change. The data were analyzed through   
   qualitative content analysis and as a first step assigned to   
   established credibility dimensions of content (what?) and   
   source-related criteria (who?). Additionally, given the complexity of   
   social media, we also added a composition-based category (how?). In a   
   second analysis step, we adapted our subcategories to the recently   
   proposed credibility heuristic by Osborne and Pimentel. The findings   
   suggest that students generally take criteria from all three heuristic   
   credibility dimensions into account and combine different criteria when   
   evaluating the credibility of scientific information in social media.   
   Based on the application of the credibility criteria to the heuristic,   
   implications for the development of teaching materials for fostering   
   science media literacy are discussed.   
      
   https://onlinelibrary.wiley.com/doi/10.1002/sce.21855?af=R   
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   Internetado.   
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