Claims

Students most commonly cited authorial credentials and publication type as credibility cues

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: baselines and conditions change

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Among 33 participants, twelve mentioned authorial credential and ten mentioned publication type (peer-reviewed journal) as credibility cues, consistent with traditional gate-keeper publication models. → Andrea Forte 2015

Evidence

Andrea Forte 2015

Andrea Forte. (2015). The new information literate: Open collaboration and information production in schools. Intern. J. Comput.-Support. Collab. Learn. 10:35–51. https://doi.org/10.1007/s11412-015-9210-6

q2 · i? · qualitative · r3

Interview analysis across the two field studies (33 participants total) of credibility assessment practices; counts are as printed. Students ascribed near-chimerical authority to experts contrasted with ordinary people online.

"Twelve of the 33 participants mentioned authorial credential as an important credibility cue and ten mentioned the publication type (peer-reviewed journal)."

Discussion

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Page metadata
Field Value
type claim
id authorial-credential-credibility-cues
title Students most commonly cited authorial credentials and publication type as credibility cues
description Students most commonly cited authorial credentials and publication type as credibility cues
status review
evidence_strength weak
newest_evidence 2015
recheck_by 2020
generated by process:wiki-ingest on 2026-10-18
trust unverified — no one has confirmed this page's content
sources 1 — andrea-forte-2015

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