Doctor of Philosophy, University of Toledo, 2020, Foundations of Education: Educational Psychology
Journalists and academics have lamented that the United States is in an epistemic crisis and has entered a post-truth era due, in part, to a proliferation of fake news and ideologically slanted sources. It is the duty of the educational system to equip students with the attitudes, critical thinking skills, and knowledge necessary to engage with the news and make informed decisions; thus, this exploratory study investigates high school students' epistemic beliefs concerning news as a knowledge source. The review of literature provides an overview of frameworks from personal epistemology with a focus on components that are relevant to educational strategies for news media literacy, as well as a summary of news media literacy models and educational initiatives for high schoolers. This is followed by a description of a proposed epistemic framework for news media literacy--the ASK Framework--that integrates the two streams of research. Using a mixed methods approach, this study drew on semi-structured interviews and surveys administered in 2010 to 60 high schoolers from a rural district in northwest Ohio. Results demonstrated that while most participants agreed that the news should inform the public, many also observed that it could persuade, appeal to, or worry people as well, and these views impacted participants' attitudes and levels of trust toward the news. Although all participants noted using a portfolio of news sources, they most heavily favored television and expressed the most interest in news topics that they found directly relevant to their lives, such as healthcare or the economy. Participants also demonstrated high levels of news discourse with teachers and adults in their lives, particularly on local and national events. When it came to determining the quality of news, the majority of participants noted that an article should present an abundance of facts and details, and many also noted the importance of their news coming from a trusted outlet, citing its (open full item for complete abstract)
Committee: Florian Feucht (Committee Co-Chair); Dale Snauwaert (Committee Co-Chair); Susanna Hapgood (Committee Member); Judy Lambert (Committee Member)
Subjects: Educational Psychology