How Students with Intellectual Disabilities Evaluate Recommendations from Internet Forums
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| Title: | How Students with Intellectual Disabilities Evaluate Recommendations from Internet Forums |
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| Language: | English |
| Authors: | Salmerón, Ladislao, Gómez, Marcos, Fajardo, Inmaculada |
| Source: | Reading and Writing: An Interdisciplinary Journal. Oct 2016 29(8):1653-1675. |
| Availability: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Intellectual Disability, Internet, Information Sources, Information Skills, Evaluation, Computer Mediated Communication, Comparative Analysis, Control Groups, Information Literacy, Social Networks, Adults |
| DOI: | 10.1007/s11145-016-9621-4 |
| ISSN: | 0922-4777 |
| Abstract: | Social networks enable people with intellectual disabilities (ID) to participate actively in society and to promote their self-determination. However, concerns have been raised regarding the potential limitations of people with ID to deal with untrustworthy information sources on the Internet. In an experiment, we assessed how adult students with ID evaluated recommendations in Internet forums authored by either self-reported experts or by users under pseudonyms who supported their claim either with documentary sources or their personal experience. We compared the performances of students with ID to that of students of similar ages but higher educational levels (chronological age-matched control group) and to younger students with similar verbal mental age (verbal mental age-matched control group). Participants were asked to evaluate to what extent a fictitious user should follow particular recommendations given in a forum and to justify their evaluations by writing a message to the fictitious user. Students with ID, as opposed to the two control groups, recommended the forum advice to a higher extent regardless of authorship and evidence used, and they included in their messages to the fictitious user a higher number of opinions and information sources not present in the forum without linking them to the actual discussion. The pattern of results suggested that students with ID have a limited ability to evaluate recommendations in forums and that they do not necessarily present a delay in the development of these abilities, but rather an atypical development. Finally, we discussed the potential implications for teaching digital literacy to students with ID. |
| Abstractor: | As Provided |
| Number of References: | 46 |
| Entry Date: | 2016 |
| Accession Number: | EJ1113243 |
| Database: | ERIC |
| Abstract: | Social networks enable people with intellectual disabilities (ID) to participate actively in society and to promote their self-determination. However, concerns have been raised regarding the potential limitations of people with ID to deal with untrustworthy information sources on the Internet. In an experiment, we assessed how adult students with ID evaluated recommendations in Internet forums authored by either self-reported experts or by users under pseudonyms who supported their claim either with documentary sources or their personal experience. We compared the performances of students with ID to that of students of similar ages but higher educational levels (chronological age-matched control group) and to younger students with similar verbal mental age (verbal mental age-matched control group). Participants were asked to evaluate to what extent a fictitious user should follow particular recommendations given in a forum and to justify their evaluations by writing a message to the fictitious user. Students with ID, as opposed to the two control groups, recommended the forum advice to a higher extent regardless of authorship and evidence used, and they included in their messages to the fictitious user a higher number of opinions and information sources not present in the forum without linking them to the actual discussion. The pattern of results suggested that students with ID have a limited ability to evaluate recommendations in forums and that they do not necessarily present a delay in the development of these abilities, but rather an atypical development. Finally, we discussed the potential implications for teaching digital literacy to students with ID. |
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| ISSN: | 0922-4777 |
| DOI: | 10.1007/s11145-016-9621-4 |
