Browsing by Author "Bomberg, Wilma"

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    GYMNASIEELEVERS BEDÖMNING AV TROVÄRDIGHET PÅ SOCIALA MEDIER. En kvalitativ intervjustudie
    (2025-02-11) Bomberg, Wilma; Claesson, Elin; Göteborgs universitet/Institutionen för journalistik, medier och kommunikation; Göteborg University/Department of Journalism Media and Communication
    Executive summary This study examines how upper secondary school students assess the credibility of information they encounter on social media, which has become an increasingly important platform for news consumption. With social media as primary sources of news, the ability to critically evaluate information has become a critical skill for young users. The study examines three main aspects: the strategies students use to determine credibility, factors that influence their decisions to share content, and the role of opinion leaders in these judgments. The aim of the study is to deepen the understanding of how students determine the credibility of content in a landscape characterized by disinformation and how these assessments affect their sharing behavior. By using theories about Media and News Literacy and The Two-Step Flow of Communication, a qualitative method is applied in the form of twelve semi-structured interviews with Swedish upper secondary school students aged 16-20 years. The method provides nuanced insights into their experiences and thought processes and contributes to a growing knowledge of young people’s media competence. The interviews resulted in the following themes: assessment of credibility – students rely on recognizable and established news sources, such as Aftonbladet or SVT, to determine the credibility of content. The source’s fame, previous experience and perceived professionalism play major roles. However, intuitive judgments are often used instead of systematic verification, especially in informal consumption on social media. When it comes to sharing content, truthfulness is an important, but not a determining factor in the decision to share content. Many students avoid sharing misleading information, but exceptions are made for humorous or entertaining content where accuracy is less important. A third theme is the perceived influence of opinion leaders. Influencers and other prominent people on social media greatly influence students’ perception of credibility. These opinion leaders often act as intermediaries who guide their followers in what to trust and engage with. The results highlight the need for improved teaching in media and news literacy, adapted to young users. Students show some awareness of credibility markers, but their reliance on intuition and social validation highlights deficits in critical evaluation skills. By addressing these gaps, educators and policymakers can better prepare students to navigate the complex modern media landscape. The study provides a qualitative perspective on upper secondary school students’ encounters with digital information. It emphasizes the connection between trust and sharing behaviors and sheds light on how young people interact with an ever-changing media ecosystem characterized by algorithms, influencers and constant connectivity.