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Credibility Judgement of Information by Tweens

  • Journal of the Korean Society for Library and Information Science
  • 2020, 54(1), pp.303-324
  • DOI : 10.4275/KSLIS.2020.54.1.303
  • Publisher : 한국문헌정보학회
  • Research Area : Interdisciplinary Studies > Library and Information Science
  • Received : January 29, 2020
  • Accepted : February 14, 2020
  • Published : February 28, 2020

Chung Jin Soo 1

1덕성여자대학교

Excellent Accredited

ABSTRACT

This study investigates the credibility judgements of information by tweens using digital media and information. Particularly, the study focused on tweens’ perception of internet research and information use and on their credibility judgement of source and message, internet service providers, and on consulting with others for their credibility judgement. The survey methodology was used to collect data from grade 5 and 6 students in two elementary schools whose parents are likely in middle and upper class. 336 valid questionnaires were collected among 400. Descriptive statistics, factor analysis, and t-test were used to analyze the data collected using SPSS 25. Findings suggested that tweens understood the importance of using smart media and computers, that they used Youtube, Naver, Kakao talk, Naver JisikIN much in sequence, and that they believed the Internet research was easy and fun. Using exploratory factor analysis, the survey questions for credibility judgement were classified into three factors: Internet service providers, sources and information, and consulting with others. Tweens used sources and information credibility, consulting with others credibility, Internet service providers credibility in sequence. However, it was interesting to find that there were greater deviation in answers on knowing how to find out the cognitive authority of the authors and on the importance of using current information. This study suggests the critical need for tweens’ credibility judgement research for promoting critical thinking skills as well as for proactive educational practices in schools and libraries on information literacy.

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