Trust Online: Young Adults' Evaluation of Web Content

By Eszter Hargittai, Lindsay Fullerton, Ericka Menchen-Trevino, Kristin Yates Thomas. 2010

375 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Social Data: Biases, Methodological Pitfalls, and Ethical Boundaries (2019, background): “…in the lower positions, due to click and sharing bias or users perception of higher 11 From Facebook’s Joel Seligstein, ICWSM’11 keynote, available at: http:// videolectures.net/icwsm2011_seligstein_trends/ (accessed April 2019). ranked content as being more trustworthy (Hargittai et al., 2010).”
Toward an Integrated Framework of Multiple Text Use (2019, background): “As such, in the preparation stage, students’ multiple text skills reflect their predispositions toward evaluating source or author information when considering texts and corroborating information across sources to form crosstextual connections or links (Hargittai et al., 2010; Wineburg, 1991).”
Trust and Credibility in Web-Based Health Information: A Review and Agenda for Future Research (2017, background): “To further add to the ambiguity, other authors regard trust and credibility as interchangeable (eg, [34]), or believe that trustworthiness is one of only two primary dimensions of credibility [26].”
Students’ Civic Online Reasoning: A National Portrait (2021, background): “Students who said they would base evaluations on source information rarely did so when observed in real time (Hargittai et al., 2010).”
Modelling users' trust in online health rumours: an experiment-based study in China (2021, background): “Indeed, Hargittai et al. (2010) found hyperlinks to be among the most important elements influencing trust formation.”
Lateral Reading and the Nature of Expertise: Reading Less and Learning More When Evaluating Digital Information (2019, background): “Students and sometimes historians often clicked on the first few search results, rarely articulating a rationale for why they selected a particular link (a finding documented by others; e.g., Hargittai et al., 2010; Pan et al., 2007).”
Lateral Reading: Reading Less and Learning More When Evaluating Digital Information (2017, background): “Students, on the other hand, often clicked on the first results, rarely articulating a rationale for why they selected them (a finding well-documented by others; e.g., Hargittai et al., 2010; Kirschner & Von Merriënboer, 2013; Pan et al., 2007).”
Augmenting web pages and search results to support credibility assessment (2011, background): “We felt that augmenting search results was particularly important given recent findings that many users make determinations of credibility based on search results pages [17].”
Can Students Evaluate Online Sources? Learning From Assessments of Civic Online Reasoning (2018, background): “No students further investigated the authors or verified their credentials (Hargittai et al., 2010).”