Assessing and Fostering College Students' Algorithm Awareness across Online Contexts

Autor/inn/en	Brodsky, Jessica E.; Zomberg, Dvora; Powers, Kasey L.; Brooks, Patricia J.
Titel	Assessing and Fostering College Students' Algorithm Awareness across Online Contexts
Quelle	In: Journal of Media Literacy Education, 12 (2020) 3, S.43-57 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-8715
Schlagwörter	College Students; Media Literacy; Internet; Mathematics; Social Media; Knowledge Level; Video Technology; Online Searching; Search Engines + Suchen Sie Ihr Suchwort? Collegestudent; Media skills; Medie competence; Medienkompetenz; Mathematik; Soziale Medien; Wissensbasis; Online-Recherche; Suchmaschine
Abstract	Internet users may fail to recognize how algorithms filter and personalize information. Two studies explored college students' algorithm awareness across varying contexts. Study 1 examined Facebook users' awareness of its algorithms (N = 222). Only about half recognized that Facebook does not show all their friends' posts. These students more often reported making adjustments to News Feed settings than students lacking algorithm awareness. Study 2 compared students' (N = 244) algorithm awareness for online shopping and search, and the efficacy of video instruction to increase awareness. Students were more algorithm aware for online shopping. Compared to those who watched a video on Internet storage, students who watched a video on Internet algorithms showed greater understanding of how search results are personalized. Across studies, students demonstrated high media literacy knowledge, yet knowledge was inconsistently related to algorithm awareness. This suggests the need to incorporate instruction about algorithms into media literacy curricula (As Provided).
Anmerkungen	National Association for Media Literacy Education. 10 Laurel Hill Drive, Cherry Hill, NJ 08003. Tel: 888-775-2652; e-mail: editor@jmle.org; Web site: https://digitalcommons.uri.edu/jmle/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01