In this study, we investigated the impact of prompting on young students' source consideration when watching videos with conflicting information. 262 French 7th graders were confronted to a series of videos in which two speakers (varying in credibility) took opposite stances on the topic of organic farming. Students were either confronted with no prompts (control group), an indirect form of prompting (watching an instructional video on the benefits of sourcing before processing the material), a direct form of prompting (filling out source credibility rating scales during the processing of the material) or a combination of both. While the impact of the instructional video on students’ source consideration proved marginal, students who had to fill the source credibility rating scales during the processing of the material better remembered the identity of the speakers (notably in delayed posttest), were more inclined to consider the expert interviewee as the most convincing and to mention interviewees’ expertise to justify their judgement. The implications of these results are discussed.

In this study, we investigated the impact of prompting on young students' source consideration when watching videos with con icting information. 262 French 7th graders were confronted to a series of videos in which two speakers (varying in credibility) took opposite stances on the topic of organic farming. Students were either confronted with no prompts (control group), an indirect form of prompting (watching an instructional video on the bene ts of sourcing before processing the material), a direct form of prompting ( lling out source credibility rating scales during the processing of the material) or a combination of both. While the impact of the instructional video on students' source consideration proved marginal, students who had to ll the source credibility rating scales during the processing of the material better remembered the identity of the speakers (notably in delayed posttest), were more inclined to consider the expert interviewee as the most convincing and to mention interviewees' expertise to justify their judgement. The implications of these results are discussed.

The purpose of this study was to assess the impact of young students' prior attitude on source consideration when watching videos on controversial topics. 271 seventh graders watched a series of videos in which two interviewees (one expert in the eld, one layperson) expressed divergent positions on a socioscienti c issue ("Will organic farming be able to feed the entire world population by 2050?"). After watching the videos, students were asked to recall the identity and arguments of the interviewees and indicate how far they had perceived them to be credible and convincing. If no effect of students' prior attitude was found on source recall, students were prompt to judge the interviewee who provided arguments that were congruent with their prior attitude as more credible and convincing that the interviewee that provided incongruent arguments. These results suggest that young students' beliefs contribute to their assessment of the credibility of an information source when watching videos.

The purpose of this study was to better understand how middle school students consider the source of information when processing videos with conflicting information. To this end, we exposed a sample of seventh-graders to a series of videos in which two interviewees expressed divergent positions on a socioscientific issue ('Will organic farming be able to feed the entire world population by 2050?'). After viewing the videos, students were asked to recall the sources they had seen and indicate how far they had perceived the sources to be credible and convincing. Results showed that students paid close attention to the information given about the sources during viewing and rated their credibility accordingly. However, only a minority of students rated the expert sources as the most convincing after viewing the videos, while students' beliefs on the topic contributed to source evaluation. These results suggest that although middle school students may pay attention to the identity of sources when viewing a video, they are unlikely to use this information to assess the reliability of the message. RESUMENLa finalidad de este estudio era conocer mejor cómo sopesan los estudiantes las fuentes de información cuando procesan vídeos con información contradictoria. Para ello, expusimos a una muestra de estudiantes de Grado 7 de secundaria a una serie de vídeos en los que dos entrevistadores expresaban posturas divergentes sobre un tema sociocientífico ('¿Podrá la agricultura ecológica alimentar a toda la población mundial en el año 2050?'). Tras ver los vídeos, los estudiantes tenían que recordar las fuentes que habían intervenido en los vídeos e indicar en qué medida las consideraban creíbles y convincentes. Los resultados demuestran que los estudiantes prestaron gran atención a la información facilitada sobre las fuentes durante el visionado y valoraron su ARTICLE HISTORY

The purpose of this study was to assess the impact of young students' prior attitude on source consideration when watching videos on controversial topics. 271 seventh graders watched a series of videos in which two interviewees (one expert in the field, one layperson) expressed divergent positions on a socioscientific issue ("Will organic farming be able to feed the entire world population by 2050?"). After watching the videos, students were asked to recall the identity and arguments of the interviewees and indicate how far they had perceived them to be credible and convincing. If no effect of students' prior attitude was found on source recall, students were prompt to judge the interviewee who provided arguments that were congruent with their prior attitude as more credible and convincing that the interviewee that provided incongruent arguments. These results suggest that young students' beliefs contribute to their assessment of the credibility of an information source when watching videos.