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Uses mixed methods across 2017–2018, combining an online survey of 5,844 respondents, follow-up interviews, write-in responses, and computational analysis of Twitter sharing behaviors from survey and broader panels. Highlights students’ multi-modal, multi-social news “diets,” difficulties evaluating credibility, and the influence of polarization and “fast news” on trust and interpretation.",{"@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/the-news-study-report-october-16-2018/586475/",{"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/the-news-study-report-october-16-2018/586475.png","ImageObject",300,407,{"name":92,"@type":93},"Quinn Holloway","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What questions guided this research study?","Question",{"text":112,"@type":113},"The study asked how students define “news” and keep up, how they interact with news through social media, and how they judge the currency, authority, and credibility of information from both traditional and new media sources.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted during 2017–2018?",{"text":117,"@type":113},"It used mixed methods: an online survey of 5,844 respondents from 11 U.S. colleges, 37 follow-up telephone interviews with qualitative inputs from more than 1,600 survey respondents, and computational analysis of Twitter data from survey respondents plus a larger college-age Twitter panel.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the report suggest about young students’ news consumption?",{"text":121,"@type":113},"It suggests students’ news diet is multi-modal and multi-social, coming from peers and professors as much as from social platforms, while polarization and the spread of “fast news” make biased reporting and credibility harder to trust and evaluate.","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},586475,1792251632,{"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":14,"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":145,"preview_page_count":4},2336474466712,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","| OCTOBER 16, 2018 | THE NEWS STUDY REPORT   |  |  |\n| --- | --- | --- |\n| PROJECT INFORMATION LITERACY  \u003Cbr>ENGAGE WITHNEWS  \u003Cbr>FIVE TAKEAWAYS FOR EDUCATORS, JOURNALISTS, AND LIBRARIANS  \u003Cbr>|  |  |\n| \u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>| | |\n\nCONTENTS THE NEWS STUDY REPORT  \n3 Introduction  \n5 Five Research Takeaways  \n29 Conclusion  \n31  Recommendations  \n39 Leading Thinkers  \n46 Methods  \n51 AboutPIL  \n2  \nTHE NEWS STUDY REPORT | OCTOBER 16, 2018  \n# Introduction\n\ns soon as their days begin, news finds them. A CNN alert flashes across a smartphone screen, a tap to a Feedly icon  \nA  \npumps out a steady flow of top stories, and a Facebook check brings up a meme with a satirical twist on aCongressional debate. In an early morning class, an instructor uses a breaking news story from The New York Times to starta discussion on election meddling, and over lunch, two friends pore over news of a school shooting.  \nFor many college students in America today, the news is an overwhelming hodgepodge of headlines, posts, alerts, tweets,visuals, and conversations that stream at them throughout the day. While some stories come from news sites studentschoose to follow, other content arrives uninvited, tracking the digital footprints that many searchers inevitably leave behind.  \nBut news consumption for most students is not entirely random or passive. In the course of any given day, some may take adeep dive into a story that piques their interest. They may spend hours Googling a topic to learn more. Others will explore acurrent controversy and may get different sides of an argument from a YouTube clip and then validate information with asearch of a mainstream and reliable news site, trying to figure out what’s credible, what’s true. Most recognize thatengaging with news requires effort to assemble, evaluate, and interpret news content as it’s delivered in the 21st century.Although many make this extra effort, others do not.  \nNews plays a critical role in helping students navigate and understand the world, engage with social and learningcommunities, and participate in a democracy, but few studies have examined how college-age students find and use news.Today, choices for news are profuse and objective coverage is increasingly mixed in with a deluge of poorer-quality onlinecontent and misinformation, making the need to understand news access and engagement behaviors even more urgent.  \nIn the small but growing pool of research literature, two studies stand out. There isthe much-discussed study from 2016 ofcollege students and their inability to differentiate “fake news”from \"real news.”1 The following year, the Knight Foundationconducted qualitative research on how young people find, verify, and ultimately, trust, the news.2 Many questions remain,however, as to what role news plays in students’ lives and how they stay current, if they can, in a world where news neverrests.  \nThree questions guided this research study:  \n1. How do students conceptualize what constitutes “news” and how do they keep up, if they can?  \n2. How do students interact with and experience news when using social media networks?  \n3. How do students determine the currency, authority, and credibility of news content they encounter from bothtraditional news sites and new media sites?  \nProject Information Literacy (PIL), a national research institute, investigated these questions in a mixed-methods studyconducted during 2017 and 2018. A sample of 5,844 respondents returned an online survey administered at 11 U.S.colleges, universities, and community colleges. Thirty-seven follow-up telephone interviews and write-in responses to anopen-ended question from more than 1,600 survey respondents provided qualitative data about their opinions andperspectives. A computational analysis of Twitter data from 731 survey respondents and a larger Twitter panel of more than135,000 college-age persons provided observational data about news sharing behaviors. 3, 4  \n1. Sam Wineburg, Sarah McGrew, Joel Brea","cbCaigR93aVUInD6","https://ap.wps.com/l/cbCaigR93aVUInD6","pdf",8282406,53,"English","# Introduction\n## Research questions and methodology\n## Purpose and study framing\n## Key early findings","[{\"question\":\"What questions guided this research study?\",\"answer\":\"The study asked how students define “news” and keep up, how they interact with news through social media, and how they judge the currency, authority, and credibility of information from both traditional and new media sources.\"},{\"question\":\"How was the study conducted during 2017–2018?\",\"answer\":\"It used mixed methods: an online survey of 5,844 respondents from 11 U.S. colleges, 37 follow-up telephone interviews with qualitative inputs from more than 1,600 survey respondents, and computational analysis of Twitter data from survey respondents plus a larger college-age Twitter panel.\"},{\"question\":\"What does the report suggest about young students’ news consumption?\",\"answer\":\"It suggests students’ news diet is multi-modal and multi-social, coming from peers and professors as much as from social platforms, while polarization and the spread of “fast news” make biased reporting and credibility harder to trust and evaluate.\"}]","THE NEWS STUDY REPORT - October 16, 2018 | PDF",1792058020,134]