Dissociations Between College Students' Media Literacy Knowledge and Fact-Checking Skills

• In Event: Assessing and Supporting College Students' Cognitive Capacities

Abstract

This study examined media literacy knowledge and fact-checking skills of college students (N = 127), with knowledge defined as awareness that media is targeted, biased, and unrealistic and skills defined as “lateral reading” or use of independent, external sources to evaluate the credibility of online information. Observed fact-checking was verified using screen-capture software. Students’ self-reports overestimated the extent to which they engaged in lateral reading compared to observed behavior. Additionally, while students demonstrated high media literacy knowledge, most did not read laterally, suggesting dissociations. Students with larger receptive vocabularies more often engaged in lateral reading. Findings highlight the need for performance-based assessments of fact-checking skills and for direct media literacy instruction taking into account individual differences in students’ language abilities.

Authors

• Jessica Elena Brodsky, The City University of New York

• Cody N. Barshaba, College of Staten Island - CUNY

• Arshia K. Lodhi, College of Staten Island

• Patricia J. Brooks, City College of New York - CUNY