Credibility Across Borders: Online Information Evaluation of Chinese International Graduate Students

Abstract

This study investigates the experiences of Chinese international graduate students in
assessing the credibility of online information in the U.S., focusing on their challenges
and the underlying reasons for these challenges. Using qualitative methods, including
semi-structured interviews, information diaries, and focus group discussions,
the research reveals that these students often struggle to assess the credibility of
U.S. online content without being aware of their difficulties. The findings show that
their judgments are influenced by their pre-existing understandings of authority and
prior internet usage in China. Additionally, their sense of estrangement, stemming
from their outsider status in an unfamiliar online environment, exacerbates these
challenges. This study underscores the complex interplay of sociocultural, political,
and educational factors in shaping their assessments. It recommends that U.S. higher
education institutions incorporate culturally sensitive information literacy instruction
to support international students from diverse backgrounds, thereby enhancing
their academic experiences and empowering them as information-literate global
citizens in a digital society