What Criteria Do Tweens Use In Assessing And Sharing Information And Sources?

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In an era of information overload, researchers suggest that young people may be approaching information assessment and using it differently than previous generations did [11].

But social or interpersonal information, particularly about everyday life, has different qualities than academic information. Diving further into tweens' experience of information-seeking, we hoped to tease out how they approached information assessment as a critical component of their social information-seeking strategy but also how those assessments affected their views of source authority as well as their motivations in sharing information with others.

Visceral affective criteria emerged as important components of how tweens assess interpersonal information. They used notions of credibility and trust, as well as of the social costs associated Shoes Online with information-sharing, as important factors in ...
... deciding whom to consult and with whom to share information.

These exploratory findings suggest that peer influence is ascendant in this process, while parent influence over information-sharing is waning. The rate of this change and the developmental factors that influence this change in the status of peers and adults requires further exploration with a larger sample and more detailed documentation of behavior over time.

Tweens displayed varying and often naive criteria for assessing the veracity of more formal information sources and content, displaying both marked mature and immature notions of cognitive authority. They measured information against their personal experience, but their responses suggest that they rely heavily on the judgments of peers and adults to select vetted information.

Some tweens reported understanding and using concepts of triangulation to verify information content, but this was not widely in evidence and varied among the study samples.

Tweens readily provided evaluations of different information sources as well as their perspectives on the authority of different informants. During the interviews, tweens were asked to judge the truth of different generalizations or statements about tweens. See table 3 for a summary of responses to these questions.

This became a rich source of data about how tweens evaluated information. Justifying their knowledge claims by drawing on prior experience was most common. Although the statements posed to the tweens were overly simplistic, the tweens were not required to prove or disprove them. Nonetheless, a very common response was the counterexample, typified by Aeisha (Ministry): "No, it's not true because when I asked my teacher how many people died on the Lewis and Clark expedition, she couldn't answer it."

Frank (School) also noted that referring to another authority is a sign of one's incomplete knowledge: "Actually I've asked my mom a couple things, and she had to say, ask my ask my dad, because she didn't know." Ellen (University) told us that knowledge and authority are domain specific, and she suggested that teachers are not only limited in how they see the world but also prejudiced against other knowledge domains a bold statement: "Teachers have strengths in certain areas and weaknesses in understanding.

It's like, my science teacher and math teacher hate language arts, she can't understand writing. My language arts teacher hates math. I don't understand why anybody teachers can be very biased on their own subject, but not only biased on their own subject, but they don't understand other issues," Megan (School) clarified how Cheap Shoes gender-specific questions also create circumstances under which knowledge sources must be evaluated: '"Cause if it's a guy teacher, they can't answer, like, girl problems like you started your period."

Some tweens found reason to dispute the authority of teachers, largely through anecdotal evidence, but extrapolated these anomalous occurrences to a broader perception of teachers in general.

Mr. Henderson (University) remarked: "Teachers are not really that trustworthy." This was supported by Brooke (University), who recalled: "I realized that my teacher doesn't always answer the questions right and sometimes he doesn't always have the answers." These latter examples show that initial evaluation of knowledge sources (Is the answer my teacher gave me correct) translates into more broad justifications for knowing (Are teachers credible).