Flanagin & Metzger stated, "Enhanced connectivity and information availability have changed not only what people know, but how they know what they know" (Flanagin & Metzger, 2008, p.5). This statement is very true and also changes the complexity of determining credibility of sources as they also state, "on the internet, anyone can be an author" (Flanagin & Metzger, 2008, p.13). As teachers it is important to recognize this and help teach our young learners how to appropriately determine credibility of sources. "Children's relative lack of life experience as compared to adults may also out them at greater risk for falsely accepting a source's self-asserted credibility since such assessments are based on accumulated personal experience, knowledge, reputation, and examination of competing resources so they lack skepticism" (Flanagin & Metzger, 2008, p.15). For this reason, teaching a standard of determining credibility is important. We shape our ability to critically evaluate the credibility of information available online through practice, experience, research, and evaluation of online findings. Checking online sources is increasingly important as digital natives are possibly over trusting to online sources as these media are a norm to this generation.
Susannah Stern discusses how "personal sites can serve as symbols to others and themselves that they belong to and in the public culture" (Stern, 2008, p.95). Social media popularity is ever increasing. As children grow and develop through social media it is important for them to realize the permanence of online content. Stern describes the cultural value of self-promotion as social media "appear meaningful during adolescence, when young people consciously search for a sense of who they are and how they fit in within their social worlds" (Stern, 2008, p.95). Through the use of social media over time they are able to find themselves, so to say. They determine their voice, their sense of self. This phenomenon takes reflection, honesty, and time. In order to do so young adults, "express themselves online (which) becomes a way for them to explore their beliefs, values, and self-perceptions, and thereby to help them grapple with their sense of identity" (Stern, 2008, p.96). This self-reflection is important for their growth and ability to establish an online identity, however it is important to also censor this self-expression at times to assure privacy. As Solove states, "Privacy is not about hiding a wrong" it's about determining what you chose to share with others. (Solove, 2011). Not all information needs to be shared with the online world and often times people do not consider the vast audience available to "see" these status updates, or shared information. This censorship is important not only for developing an online identity for your peers to see, but also for potential career choices one might make.
The web-based source that I have chosen to share this week is a YouTube video titled Discovering the Internet: Credibility
This web-based source directly ties to this weeks readings on determining online credibility and is a valuable source not only for students or young adults, but to educators as well! As adults learning to determine credibility of online sources is imperative so that we can effectively teach our youth this key skill as well.
References:
Flanagin, Andrew J., and Miriam Metzger. “Digital Media and Youth: Unparalleled Opportunity and Unprecedented Responsibility." Digital Media, Youth, and Credibility. Edited by Miriam J. Metzger and Andrew J. Flanagin. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press, 2008. 5–28.
Available at http://mitpress.mit.edu/sites/default/files/titles/free_download/9780262562324_Digital_Media_Youth_and_Credibility.pdf
Lankes, R. David. “Trusting the Internet: New Approaches to Credibility Tools." DigitalMedia, Youth, and Credibility. Edited by Miriam J. Metzger and Andrew J. Flanagin. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press, 2008. 101–122.
Available at http://mitpress.mit.edu/sites/default/files/titles/free_download/9780262562324_Digital_Media_Youth_and_Credibility.pdf
Heverly, Robert A. “Growing Up Digital: Control and the Pieces of a Digital Life." Digital Youth, Innovation, and the Unexpected. Edited by Tara McPherson. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press, 2008. 199–218.
Available at http://mitpress.mit.edu/sites/default/files/titles/free_download/9780262633598_Digital_Youth_Innovation_and_the_Unexpected.pdf
Stern, Susannah. “Producing Sites, Exploring Identities: Youth Online Authorship." Youth, Identity, and Digital Media. Edited by David Buckingham. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press, 2008. 95–118.
Available at http://mitpress.mit.edu/sites/default/files/titles/free_download/9780262524834_Youth_Identity_and_Digital_Media.pdf
Buckingham, David. “Introducing Identity." Youth, Identity, and Digital Media. Edited by David Buckingham. The John D.and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press, 2008. 1–24.
Available at http://mitpress.mit.edu/sites/default/files/titles/free_download/9780262524834_Youth_Identity_and_Digital_Media.pdf
Solove, D. J. (2011). Why privacy matters even if you have 'nothing to hide', Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Why-Privacy-Matters-Even-if/127461/
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