An Introduction, "Why Students Share Misinformation on Social Media: Motivation, Gender, and Stud...

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An Introduction, "Why Students Share Misinformation on Social Media: Motivation, Gender, and Study-Level Differences: by Mind Map: An Introduction, "Why Students Share Misinformation on Social Media: Motivation, Gender, and Study-Level Differences:

1. “The changing information horizon and shifting information behavior patterns have implications for information literacy (IL) education. College students are particularly” active users of various social media platforms” (Duggan, Ellison, Lampe, Lenhart, & Madden, 2015).

2. “While library and information science (LIS) professionals recognize the collaborative information seeking potential of social media, they are also cognizant of the varying quality of social media information. Given the ease with which information is posted and shared, misinformation—defined as information that has been shown to be inaccurate"(Karlova & Fisher, 2013)—"can circulate on social media quickly and widely"(Mintz, 2012b).

3. “They use social media for both academic and everyday life information seeking” (Head & Eisenberg, 2011; Kim, Sin, & Yoo-Lee, 2014; Shao, 2009).

4. “Misinformation can cause suspicion and fear among the public. It can also have harmful effects on individuals' well-being” (Ferrara, 2015).

5. “The efforts to develop an IL program suitable for the new information environment are multi-pronged. These include reexamining the scope and focus of IL (e.g., critical IL, IL 2.0, and meta-literacy), developing standards and best practices, and conducting empirical investigations on students' social media information behavior. In terms of the last category, most studies have focused on perception and use of social media”(e.g., Kim, Sin, & Tsai, 2014; Lim, 2009; Morris, Teevan, & Panovich,2010; Zhang, 2012),

5.1. “as well as on the criteria and strategies used in evaluating the credibility of social media information” (e.g., Kim & Oh, 2009; Kim & Sin, 2014a; Lim, 2013; Walsh, 2010).

6. “There is, however, dearth of research on students as information sharers. While there are malevolent misinformation-spreaders on social media, misinformation would not have gone so viral without the participation of regular social media users (i.e., those who do not have malicious intent). Many regular users unwittingly propel the spread of misinformation when they undiscerningly forward misinformation to their own social networks “(Ratkiewicz et al., 2010).

7. “Some of this misinformation sharing could be prevented. Different from rumor, which is defined as information that is unverifiable at the moment" (DiFonzo &Bordia, 2007).

7.1. "misinformation is inaccurate information that has already been refuted.Thus, users could conceivably take steps to discover the information to be inaccurate. Currently, the extent to which students Contents-lists available at Science Direct. The Journal of Academic Librarianship share misinformation with their online friends is unclear; if they do share misinformation, what motivates them to do so is also unclear"(DiFonzo &Bordia, 2007).

8. Chen, X., Sin, S. J., Theng, Y., & Lee, C. S. (2015). Why students share misinformation on social media: Motivation, gender, and study-level differences. The Journal of Academic Librarianship, 41(5), 583-592. Redirecting. Retrieved March 23,2019, from ,https://ubonline.ubalt.edu/access/content/group/1192INFO110003/Week%209/INFO%20110%20Week%209%20Article%20Why%20Students%20Share%20Misinformation%20on%20Social%20Media.pdf