Media literacy and the credibility evaluation of social media information: students’ use of Instagram, WhatsApp and Telegram

Abstract

Purpose

Due to their unique characteristics in terms of information type, quantity and exchange, social media are regarded as a challenging information resource that makes credibility evaluation a more complicated behavior. This study aims to investigate the role of media literacy in the credibility evaluation of social media information among students as a major community of user groups.

Design/methodology/approach

The study tried to explore whether or not the three popular platforms of WhatsApp, Instagram and Telegram with their unique features, show a significant difference in the credibility evaluation among a sample of 150 students at the Shahid Beheshti University, Tehran, Iran. By administrating two validated measures related to the two main variables, data gathered were analyzed through the partial least-squares (PLS) method using the software SmartPLS.

Findings

Convergent and discriminant validities, as well as model fit indices, showed the reliability of the conceptual model at the 99% confidence level. Moreover, path analysis demonstrated that media literacy could affect all components of the credibility evaluation, except for currency evaluation. Overall, media literacy had less impact on evaluating information sources and information credibility compared to information presentation. Further analysis showed no significant difference in credibility evaluation with respect to the application used.

Originality/value

There appears a crucial need for the students to be skilled more in evaluating content and source without which their decision-making might be negatively affected.

Citation

Shabani, A. and Keshavarz, H. (2022), "Media literacy and the credibility evaluation of social media information: students’ use of Instagram, WhatsApp and Telegram", Global Knowledge, Memory and Communication, Vol. 71 No. 6/7, pp. 413-431. https://doi.org/10.1108/GKMC-02-2021-0029