This randomized controlled experiment ( N = 707) is the first to examine the role of video, source and user attributes in credibility assessment of online science news videos, and the impact of web-search on this role. We created a science news YouTube video in 12 versions (3 × 2 × 2 for source, quality and popularity). Each participant was randomly assigned to one version and was asked to rate the credibility of the source and the scientific information presented in the video. We found that perceived credibility is positively associated with perceived quality, as well as users’ YouTube experience. For those participants who did not conduct an online search during the assessment task, there was a positive association between the presenter’s perceived credibility and the video’s perceived credibility as well as its popularity; however, such associations were not present for participants who did conduct an online search.

This study addresses the urgent need to develop innovative pedagogies that build upon and enhance the digital literacies and representational practices of culturally and linguistically diverse youth from refugee backgrounds. In Canadian high schools, this population of students enter school with varying levels of literacy in their first language(s), as well as potentially difficult experiences due to their forced migration. For many, learning English, may become a formidable challenge. A growing corpus of case studies is beginning to show how pedagogies that draw on youths' everyday meaning making, including their digital literacies, can effectively engage English learners in academic learning. In this qualitative, ethnographic case study involving nine youth in an English language learning classroom, we addressed the question: What is the potential for digital storytelling to draw from the fuller context of the lives and literacies of youth from refugee backgrounds to enable more autonomous language learning and identity affirmation? Our study is informed by interrelated conceptual frameworks: learner autonomy; investment in language and literacy learning; and digital literacies. Using thematic and multimodal/visual analysis, data were collaboratively coded to identify four interweaving themes: 1) use of multimodal meaning making to communicate complex, critical understandings; 2) emergence of digital literacies; 3) challenges of communicating in digital spaces; and 4) investment in identity affirmation in language

No abstract

Reviews of research have provided insights into the digital media production practices of youth in and out of school. Although such practices hold promise for the language and literacy education of refugee-background youth, no review has yet integrated findings across studies and different digital media production practices to explore this promise. This scoping review summarizes and discusses the key findings from research on varied types of digital media produced specifically by refugee-background youth in and out of school. It situates digital media production practices in the context of this diverse population, which experiences forced migration, and highlights 5 main themes from findings in 42 reviewed articles. Digital media production afforded refugee-background youth: (1) Ownership of representations across time and space; (2) opportunity to expand, strengthen, or maintain social networks; (3) identity work; (4) visibility and engagement with audiences; and (5) communication and embodied learning through multimodal literacies.

This case study explores how two 16-year-old newcomer youth in a Canadian secondary school navigated the digital multimodal composition process through role-play in their first digital video production at school. Employing a qualitative, case-study design, the study shows how the youth playfully accentuated collaborative over coercive power relations, as well as repositioned and represented their imagined identities as they played different assigned roles in the filmmaking process. The implications of these findings are discussed for educators and researchers considering digital multimodal composition as a classroom literacy practice.