2026-09-20T18:02:17Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/121983 2024-03-01 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Cope, William Kalantzis, Mary Cope, William Kalantzis, Mary Pak, Yoon Dhillon, Pradeep 2023-12 application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-03-01 without embargo terms The student, James Dunagan, accepted the attached license on 2023-11-13 at 17:53. The student, James Dunagan, submitted this Dissertation for approval on 2023-11-13 at 17:54. This Dissertation was approved for publication on 2023-11-17 at 16:41. DSpace SAF Submission Ingestion Package generated from Vireo submission #19914 on 2024-03-01 at 13:14:29 https://hdl.handle.net/2142/121983 Copyright 2023 James Alan Dunagan Information literacy at the crossroads: Fake news influence and student behavior Dunagan, James Alan Information Literacy Fake News Libraries 2023-11-17 Determining the effect of fake news on college students and how to best overcome its influence on them rests squarely upon the success of how effective information literacy instruction has been for students. A review of literature revealed the great extent to which fake news has penetrated and influenced digital media in general and social media in particular. That review also suggests that existing information literacy instruction is not effective in overcoming fake news influence. To determine the significance of fake news and the effectiveness of information literacy to combat it, a selected group of college students at two institutions were studied using quantitative and qualitative research methods by way of a structured questionnaire. Higher education librarians were also studied using qualitative research methods by way of an open-ended questionnaire and follow-up interviews. The results found that students’ perceptions of their information literacy skills were overstated and that they were generally overconfident about their information literacy abilities, based on librarian 1-on-1 interviews. The results also found that librarians understand the need for better information literacy instruction, but those efforts were often rebuffed by institution leadership. Recommendations were made for better institutional support for information literacy instruction and areas for future study include testing the effect of an information literacy instruction program on college students. Text eng Ed.D. Dissertation Educ Policy, Orgzn & Leadrshp University of Illinois at Urbana-Champaign Educ Policy, Orgzn & Leadrshp