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"Most Students Don't Know When News Is Fake, Stanford Study…
"Most Students Don't Know When News Is Fake, Stanford Study Finds"
By: Sue Shellenbarger
Pathos
"Talk with teens about information they’ve found online and ask, “Why did you click on that?” says Will Colglazier, a history teacher at Aragon High School in San Mateo, Calif., who is helping test Stanford University teaching materials aimed at remedying the problem." (Paragraph 15)
This information specifically taps into parents and teachers about having their child or student check the source of their article and announces the children's' skepticism to make the audience feel hopeful that the problem is being solved.
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Logos
“Some 82% of middle-schoolers couldn’t distinguish between an ad labeled “sponsored content” and a real news story on a website, according to a Stanford University study of 7,804 students from middle school through college.” (Paragraph 2)
She also uses logos to explain that the majority of middle school students cannot tell which websites are real news and which are fake news, while inferring that higher grade levels have almost same to equal judgement.
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"By age 18, 88% of young adults regularly get news from Facebook and other social media, according to a 2015 study of 1,045 adults ages 18 to 34 by the Media Insight Project." (Paragraph 11)
Shellenbarger uses statistics from another source to explain how many people use social media on a regular basis and how crucial it is to use the most reasonable info.
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Ethos
"Devorah Heitner, author of “Screenwise” and founder of Raising Digital Natives... suggests parents pick up on their children’s interests and help them to find and evaluate news on the topic online. Encourage them to read a variety of sources." (Paragraph 7)
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Similar to her varying use of quotations throughout the article, Heitner says to read a variety of sources so that the information taken in can check out and gain credibility, which the author uses so her data is more accurate.
"As part of Stanford University’s study of students and online news, it asked middle schoolers to give reasons they might not trust the article by a Bank of America executive on financial planning. Almost 70% of 200 students responding didn't highlight the authorship as a reason for mistrust." (Caption 4)
This uncanny resemblance of ethos is explained well, using examples from Stanford's article experiment, saying that many children in middle school have poor judgment of its source. It highlights a great detail of info and makes it a valid point in the author's claim.
Counter Argument
A free Standard social-studies curriculum that teaches students to judge the trustworthiness of historical sources has been downloaded 3.5 million times, says Sam Wineburg, a professor in Stanford University's Graduate School of Education and the lead author of the study of teens. (Paragraph 5)
"However, fewer schools now have librarians, who traditionally taught research skills. And media literacy has slipped to the margins in many classrooms, to make room for increased instruction in basic reading and math skills" (Paragraph 6)
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Audience
The audience can be Adults and/or Children and parents with children in school. Likely Anyone using an electronic device to search info about a topic.
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Claim
The study, set for release Tuesday, is the biggest so far on how teens evaluate information they find online. Many students judged the credibility of newsy tweets based on how much detail they contained or whether a large photo was attached, rather than on the source.
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Preteens and teens may appear dazzlingly fluent, flitting among social-media sites, uploading selfies and texting friends. But they’re often clueless about evaluating the accuracy and trustworthiness of what they find.
