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Researchers surveyed 511 incoming first-year students about news consumption habits and asked them to assess screenshots of news stories. Results show heavy reliance on social media for access and reveal difficulties related to syndication and fake URLs. Students were also more likely to share a tweet containing an impostor URL than other story examples, informing approaches educators use to teach misinformation evaluation.",{"@graph":69,"@context":122},[70,84,105],{"@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":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/communications-in-information-literacy-issue-2-from-syndication-to-misinformation-how-undergraduate-students-engage-with-and-evaluate-digital-news/599095/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/communications-in-information-literacy-issue-2-from-syndication-to-misinformation-how-undergraduate-students-engage-with-and-evaluate-digital-news/599095.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How did the researchers study students’ digital news engagement?","Question",{"text":112,"@type":113},"They surveyed 511 incoming first-year undergraduates about news consumption habits and asked students to evaluate screenshots of news stories.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What challenges did students face when evaluating digital news?",{"text":117,"@type":113},"The findings indicate that syndication and fake URLs made accurate evaluation difficult for many students.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study suggest about sharing misinformation?",{"text":121,"@type":113},"Students indicated they would share a tweet containing an impostor URL at higher rates than they would share other example news stories.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599095,1792435549,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Communications in Information Literacy  \n\n| Volume 13  Issue 2 | Article 6 |\n| --- | --- |\n| 2019\u003Cbr>From Syndication to Misinformation: How Undergraduate Students Engage with and Evaluate Digital News\u003Cbr>Cara Evanson\u003Cbr>Davidson College, [caevanson@davidson.edu](caevanson@davidson.edu)\u003Cbr>James Sponsel\u003Cbr>Davidson College, [jasponsel@davidson.edu](jasponsel@davidson.edu)\u003Cbr>Follow this and additional works at: [https://pdxscholar.library.pdx.edu/comminfolit](https://pdxscholar.library.pdx.edu/comminfolit)\u003Cbr> Part of the Information Literacy Commons\u003Cbr>Let us know how access to this document benefits you. |  |\n\nRecommended Citation  \nEvanson, C., & Sponsel, J. (2019) . From Syndication to Misinformation: How Undergraduate Students Engage with and Evaluate Digital News. Communications in Information Literacy, 13 (2), 228-250.  \n[https://doi.org/10.15760/comminfolit.2019.13.2.6](https://doi.org/10.15760/comminfolit.2019.13.2.6)  \nThis Research Article is brought to you for free and open access. It has been accepted for inclusion in Communications in Information Literacy by an authorized administrator of PDXScholar. For more information, please contact [pdxscholar@pdx.edu](pdxscholar@pdx.edu).  \nFrom Syndication to Misinformation: How Undergraduate Students Engage with and Evaluate Digital News  \nCara Evanson, Davidson College  \nJames Sponsel, Davidson College  \nAbstract  \nTo determine how undergraduate students engage with digital news, researchers at Davidson College surveyed 511 incoming first-year students on their news consumption habits and asked them to evaluate screenshots of news stories. The researchers found that a high percentage of the students were accessing news through social media platforms and that syndication and fake URLs posed challenges for them in making accurate evaluations. Additionally, students indicated they would share a tweet containing an impostor URL at higher rates than they would share the other news story examples. The findings have implications for how educators teach students to evaluate misinformation.  \nKeywords: undergraduate students, information literacy, digital news, misinformation, fake news, social media, source evaluation  \nEvanson, C., & Sponsel, J. (2019) . From Syndication to Misinformation: How Undergraduate Students Engage with and Evaluate Digital News. Communications in Information Literacy, 13(2), 228–250.  \nFrom Syndication to Misinformation: How Undergraduate Students Engage with and Evaluate Digital News  \nIntroduction  \nImagine the following: in order to teach students about the perils of misinformation, an instructor brings to class a fake news story about a pastor jailed in Vermont for refusing to perform same-sex marriages. The instructor plans on leading a discussion about how to evaluate the authenticity of this story. However, before the professor has time to clarify the context, students jump into a debate about the ethics of the jailing without first pausing to consider if all the facts are correct.  \nToday’s information environment is rife with fake news stories, such as the example about the jailed Vermont pastor, and this classroom scenario really happened. At Davidson College, the researchers have been engaging faculty in conversations about fake news and students’ abilities as information evaluators. During one of those conversations, a professor shared the anecdote above. This story stands out because it not only demonstrates instructors’ aims to broach the issue of fake news with students but also underscores a crucial knowledge gap—educators do not always have a clear picture of how students consume and evaluate misinformation.  \nConsidering the wide reach of fake news in digital environments (Allcott & Gentzkow, 2017), the researchers took a closer look at how the students at Davidson College engage with news in various digital formats. The researchers surveyed students on their news consumption habits and asked them to evaluate examples of news stories.","cbCaigO2n4rerlFy","https://ap.wps.com/l/cbCaigO2n4rerlFy","pdf",501787,24,"English","# Abstract\n# Introduction\n# Literature Review","[{\"question\":\"How did the researchers study students’ digital news engagement?\",\"answer\":\"They surveyed 511 incoming first-year undergraduates about news consumption habits and asked students to evaluate screenshots of news stories.\"},{\"question\":\"What challenges did students face when evaluating digital news?\",\"answer\":\"The findings indicate that syndication and fake URLs made accurate evaluation difficult for many students.\"},{\"question\":\"What did the study suggest about sharing misinformation?\",\"answer\":\"Students indicated they would share a tweet containing an impostor URL at higher rates than they would share other example news stories.\"}]","Communications in Information Literacy - Issue 2 - From Syndication to Misinformation: How Undergraduate Students Engage with and Evaluate Digital News | PDF",1792088164]