Social Studies Teacher Perceptions of News Source Credibility

Datos Bibliográficos

ID9730818
AutoresChristopher H Clark (0000-0003-0936-4444, Northeastern State University, Tahlequah, OK, autor de correspondencia), Mardi Schmeichel (0000-0001-7765-7076, University of Georgia, Athens, GA), H James Garrett (0000-0003-1674-1404, University of Georgia, Athens, GA)
Año2020
Volumen49
Número4
Páginas262-272
Fecha de publicación2020-05-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Researcher (JOURNAL)
Identificadores de la revistaISSN: 0013-189X • E-ISSN: 1935-102X
EditorialAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x20909823
OpenAlexW3009966563
IdiomaEN
Citas recibidas13
Referencias citadas34

Politically tumultuous times have created a problematic space for teachers who include the news in their classrooms. Few studies have explored perceptions of news credibility among secondary social studies teachers, the educators most likely to regularly incorporate news media into their classrooms. We investigated teachers’ operational definitions of credibility and the relationships between political ideology and assessments of news source credibility. Most teachers in this study used either static or dynamic definitions to describe news media sources’ credibility. Further, teachers’ conceptualizations of credibility and perceived ideological differences with news sources were associated with how credible teachers found each source. These results indicate potential inconsistencies in how news credibility is defined and possible political bias in which sources social studies teachers use as exemplars of credibility

Credibility · Ideology · Media studies · News media · Perception · Political science · Politics · Public relations · Sociology · Source credibility · Educator Training and Historical Pedagogy · Innovative Teaching Methodologies in Social Sciences · Psychology · Social Media and Politics · Social Psychology