关键词
社交网络、错误信息、信息混乱、媒体能力、信息技能、创造者
摘要
社交媒体上的错误信息是当今社会面临的一个问题。使用体验并不能保证可以成功识别虚假信息。该研究旨在确定社交媒体中的积极作用是否会影响信息能力。为此,我们设计了一项针对 756 名 16 至 26 岁不同教育水平的年轻人的调查。结果显示,一种用户类型是“创作者”,他们参与生成自己的内容并公开分享其推荐; 而另一种为“观众”,他们专注于娱乐和互动。创作者类型是最有助于在社交网络上举报虚假新闻的变量。在比较信息时,教育水平是最相关的方面,尽管学术成果和创作用户也对其做出了重大贡献。对社交网络上信息来源越信任,用户越活越,而不信任度则与受众活跃程度有关。从媒体教育中,我们建议采取旨在恢复对社交媒体的信任的行动,以便可以批判性地对其进行使用,有利于一个积极和非被动的使用。
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技术信息
收到: 27-12-2021
修订: 18-01-2022
公认: 02-03-2022
OnlineFirst: 15-05-2022
发布日期: 01-07-2022
文章修改时间: 22 天 | 期刊编号的平均时间修订 72: 31 天
文章接受时间: 65 天 | 期刊编号的平均接受时间 72: 75 天
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文章编辑时间: 186 天 | 期刊编号的平均编辑时间 72: 196 天
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被引用

引述 Web of Science
Fernandes, P; Matos, APM and Festas, I. Methodology for the evaluation of media literacy in children and youth. Recommendations and trends PROFESIONAL DE LA INFORMACION, 2022.
https://doi.org/10.3145/epi.2022.nov.16
Muller-Perez, J; Acevedo-Duque, A; (...); Alvarez-Becerra, R. Consumer Behavior after COVID-19: Interpersonal Influences, eWOM and Digital Lifestyles in More Diverse Youths Sustainability, 2023.

引述 Scopus
Fernandes, P., Festas, I., Matos, A.P.M.. Methodology for the evaluation of media literacy in children and youth. Recommendations and trends), Profesional de la Informacion, .
https://doi.org/10.3145/epi.2022.nov.16
Müller-Pérez, J., Acevedo-Duque, Á., Rettig, P.V., (...), Izquierdo-Marín, S.S., Álvarez-Becerra, R.. Consumer Behavior after COVID-19: Interpersonal Influences, eWOM and Digital Lifestyles in More Diverse Youths), Sustainability, .
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引述 Google Scholar
Fernandes, P., da Mota Matos, A. P., & Festas, I. (2022). Methodology for the evaluation of media literacy in children and youth. Recommendations and trends. Profesional de la información, 31(6).
https://revista.profesionaldelainformacion.com/index.php/EPI/article/view/87078
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替代指标
如何引用
Taddeo, G., de-Frutos-Torres, B., & Alvarado, M. (2022). Creators and spectators facing online information disorder. Effects of digital content production on information skills. [Creadores y espectadores frente al desorden informativo online. Efectos de la producción de contenidos digitales en competencias informativas]. Comunicar, 72, 9-20. https://doi.org/10.3916/C72-2022-01