Recent outbreaks of measles have centered in specific communities, pointing to the influence of social ties on vaccination practices. This study adds to the conversation on public understanding of vaccine-related science, documenting how the individualist epistemologies highlighted in prior research are externalized and validated in communication with others, focusing on how the narrative strategies used to do so contribute to community building among vaccine refusing and hesitant parents. Through qualitative content analysis of testimonials given to the creators of the anti-vaccination documentary VaxXed, we identify how the common narrative strategies used to question the scientific consensus on vaccines—distrust of doctors, self-diagnosis, building credibility, advocacy, and community building—build a competing consensus based on personal expertise. With this approach, we are better able to understand how participation in online communities strengthens the privileging of individualist epistemologies among vaccine refusing and hesitant parents.

This study addresses three questions related to the evaluative criteria used by men and women to make judgments about Web pages. What are the major criteria used by students to evaluate Web sites? What are the different kinds of Web sites used by students? Is there a difference in Web site preference and use based on gender? Using a survey design with college students, we show that students tend to use Web sites that are clearly understandable, do not contain too many “bells and whistles,” and are relevant to their special interests and needs. Furthermore, significant gender differences emerge with respect to evaluative criteria and use patterns, with men liking some of the “bells and whistles” and women using academic Web sites more.

Background With the increasing integration of technology into society, it is advisable that researchers explore the effects of repeated digital media exposure on our most vulnerable population—infants. Excessive screen time during infancy has been linked to delays in language, literacy, and self-regulation. Objective This study explores the awareness of and adherence to the American Academy of Pediatrics’ (AAP) recommendations related to avoiding screen time for infants younger than 2 years and the motivational factors associated with screen time exposure. Methods A mixed methods survey design was used to gather responses from 178 mothers of infants younger than 2 years. The measures included infant screen time use and duration, maternal awareness of screen time use recommendations, and motivations related to screen time exposure. A variety of statistical procedures were used to explore associations between caregiver awareness of and adherence to AAP guidelines for screen time exposure, motivations related to screen time for infants, and the duration of infant screen time exposure. Results The results indicated that 62.2% (111/178) of mothers were aware of the AAP screen time recommendations, but only 46.1% (82/178) could cite them accurately, and most mothers learned of them via the internet or from a medical professional. Mothers who were aware of the guidelines allowed significantly less screen time for infants than those who were unaware (P=.03). In addition, parents who adhered to the AAP guidelines reported significantly less infant screen time per day than those who did not adhere (P<.001). Among mothers who reported not adhering to the guidelines, the greatest motivation for allowing screen time was perceived educational benefits. Less educated mothers rated an infant’s relaxation as a motivational factor in allowing screen time significantly higher than more highly educated mothers (P=.048). The regression analysis indicated that none of the parental motivation factors predicted daily infant screen time. Conclusions These results indicate 2 key approaches to improving adherence to screen time recommendations. First, the awareness of the AAP recommendations needs to be increased, which tends to improve adherence. Second, the myth that screen time can be educational for infants needs to be dispelled.

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