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Purpose: To design an effective message motivating students to learn these skills, the study examines perceptions of literacy and how students use the internet to locate health information. Methods: A risk assessment and internet use survey were administered to 98 participants. Results: Risk-response states and internet use frequency differed significantly, and use frequency related to risk-response state. Recommendations: Tailor health education messages to risk-response states, frequency of searching, and researched topic types.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-tailored-approach-to-identifying-and-addressing-college-students-online-health-information-literacy/592231/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-tailored-approach-to-identifying-and-addressing-college-students-online-health-information-literacy/592231.png","ImageObject",300,407,{"name":92,"@type":93},"Grenda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why might college students not practice online health information literacy skills?","Question",{"text":111,"@type":112},"They may be unaware of their actual skill level or not concerned about the risks of using online health information.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How were participants assessed in the study?",{"text":116,"@type":112},"The study used a risk assessment and an internet use survey administered to 98 participants, grouping individuals into risk-response states based on perceived threat severity, susceptibility, and self/response efficacy.",{"name":118,"@type":109,"acceptedAnswer":119},"What does the study recommend for health education practice?",{"text":120,"@type":112},"Educators should tailor messages to students’ risk-response states, their frequency of internet use to locate health information, and the topics students most often research.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},592231,1792098266,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143},7971474921005,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Research Article  \nA Tailored Approach to Identifying and Addressing College Students’ Online Health Information Literacy  \nJennifer Banas  \nABSTRACT  \nBackground: College students may fail to practice information literacy skills because they are unaware of their skill level or are not concerned with the risks. Purpose: In order to develop an effective message that motivates college students to learn online health information literacy skills, a better understanding of perceptions about such skills and use of the internet to locate health information is needed. Methods: A risk assessment and internet use survey were administered to participants (n=98). The risk assessment evaluated and grouped individuals into one of three riskresponse states based on perceived threat severity and susceptibility, as well as perceived self-and response-efficacy. Discussion: Risk-response states and frequency of internet use to locate health information varied significantly (p\u003C.001). A significant relationship was also found between frequency of use and risk-response state (p\u003C.01). Topics most researched included an illness or condition; nutrition, exercise, or weight-control issues; and mental health issues. Translation to Health Education Practice: When seeking to motivate college students to learn online health information literacy skills, educators should tailor their messages based on risk-response states, frequency of internet use to locate health information, and topics researched.  \nBACKGROUND  \nIn today’s wired society, more and more Americans seeking medical advice choose online health resources over a visit to an actual health professional. According to the Pew Internet and American Life Project, on any given day, over 8 million Americans use the internet to research health topics.1 In many of its reports, the Pew project refers to such individuals as online health seekers.1-4 Online health seekers use the internet to look up information about a particular doctor, a specific health condition, alternative or experimental treatments, or sensitive health topics that are difficult to discuss. Although the internet offers an endless sup-  \nply of health advice to those who seek it, no government authority is responsible for the evaluation and regulation of this information, leaving online health seekers to fend for themselves. Considering that 66% percent of online health seekers began their last health inquiry at a search engine,1 the risk of exposing oneself to unreliable health information or misdiagnosing oneself is high.  \nAccording to the Database of Adverse Events Related to the Internet,5 a project initiated by the Research Unit for Cybermedicine and E-health at the University of Heidelberg, improper use of health information or use of poor-quality information found on the internet may lead to adverse  \nhealth outcomes, including:  \n• Psychological or physical harm as a result of misinformation or misdiagnosis  \n• Delaying a visit to a physician because of an internet-supported diagnosis  \n• Recurrent or needless consultation with one’s physician due to internet findings  \n• Ordering of harmful drugs or other health-impacting products.5  \nAccording to the Pew report Online  \nJennifer Banas is the department chair of curriculum and instruction with the American College of Education, 55 West Monroe, Chicago, IL 60603; [E-mail: jennifer.banas@ace.edu](E-mail: jennifer.banas@ace.edu).  \nJennifer Banas  \nHealth Search 2006, 1 approximately 31% of online health seekers indicated that they or someone they know has been significantly helped by health information found on the internet. At the same time, 3%, or about 3 million adults, said that they or someone they know has been seriously harmed by following health advice or information found online, and this percentage could be a gross underestimation given that few online health seekers would actually report bad outcomes.1 There seems to be a need, then, for building and practicing health a","cbCaisLbdE6yKtas","https://ap.wps.com/l/cbCaisLbdE6yKtas","pdf",146474,"English","# Abstract\n# Background\n## Online health seekers and risks\n## Adverse outcomes from poor-quality information\n## Definitions: health literacy, information literacy, online health information literacy\n## Website evaluation guidelines and consumer use\n# Methods and findings\n## Risk-response states and internet use frequency","[{\"question\":\"Why might college students not practice online health information literacy skills?\",\"answer\":\"They may be unaware of their actual skill level or not concerned about the risks of using online health information.\"},{\"question\":\"How were participants assessed in the study?\",\"answer\":\"The study used a risk assessment and an internet use survey administered to 98 participants, grouping individuals into risk-response states based on perceived threat severity, susceptibility, and self/response efficacy.\"},{\"question\":\"What does the study recommend for health education practice?\",\"answer\":\"Educators should tailor messages to students’ risk-response states, their frequency of internet use to locate health information, and the topics students most often research.\"}]","A Tailored Approach to Identifying and Addressing College Students’ Online Health Information Literacy | PDF",1792074134,23]