ON WEB BIAS | mediapsychology

VIEWING INTERNET BIAS...

ABSTRACT

With the ability to instantly have a wide range of information on any given topic, media literacy with regards to web bias is a crucial skill to master. Media bias is essentially everywhere and the internet is a breeding ground for ill-informed, speculative or heavily biased information. While some information is well-intended and well-researched, there exists a plethora of information that is quite the opposite. Whether a scholar, a consumer or simply an occasional Internet user, basic media literacy skills are crucial for being a responsible online citizen.

THE BUSINESS OF BIAS

Some individuals have capitalized on the prevalence of media bias, using it to further their own careers by studying it in its entirety. One such individual is Michael Shermer, founder of Skeptic Magazine. In his “Baloney Detection Kit”, Shermer identifies 10 key questions that can be utilized when encountering a claim that one is seeking a deeper understanding of. The questions investigate the reliability of the source making the claim, whether or not the claim can be verified, and whether or not personal beliefs drive the claim (Shermer, 2009). Shermer and his colleagues explore the veracity of claims that are made in an effort to strengthen the ability to be an informed consumer.

AN UGLY REALITY

Once an individual’s eyes are opened to the prevalence of media bias, it is not uncommon that bias begins to be noticed everywhere. This is, in part, because bias exists everywhere. Often times, organizations and agencies with ulterior motives utilize overt and covert methods of deception for garnering attention to their cause. One such example is the controversial white-supremacist website MartinLutherKing.org. Under the guise of an “educational” .org webpage, this site uses a variety of misnomers and acts of deception to tout racist propaganda. To the naked eye, the site looks educational in nature, with headings such as “Learn More About Kwanzaa!”, and “Attention Students: Take our MLK Pop Quiz”. By applying discretionary techniques, however, a reader soon realizes that this webpage is nothing more than a hate site designed to look like a legitimate organization.

BEING INFORMED

In the world of advertising and marketing, consumers can expect that the sole purpose of an advertisement is to get them to buy a product. On the internet, however, advertisements can be more indirect and often exist within the context of a seemingly informative “article”. Web pages are often sponsored by businesses whose bottom line is their own bottom line. This is an important factor to consider when conducting research online, particularly for academic purposes.

Within an academic setting, research is evaluated by a variety of sources before publication to ensure the validity of claims that are made. The web, on the other hand, is quite different in that nearly anyone from any background can post information as “truth”. It is up to the consumer to evaluate the information and decide how much weight to put on it. Elizabeth Kirk, in an article published on The Sheridan Libraries website at Johns Hopkins University, says it best in that “The Internet epitomizes the concept of caveat lector: Let the reader beware” (Kirk, 1996). This website identifies 8 factors that scholars consider when screening information for validity. These factors, outlined in part below and adapted for web-based research, can easily be applied to internet findings as well as academic research.

Authorship- who wrote the information and what makes them an expert

The publishing body- Do a bit of research on who is putting this information out there. Are they an organization, an individual, or an expert in the field that they are writing about?

Point of view/bias- Researching the URL, author, etc. can often yield information that may demonstrate an agenda on their part. Are they selling a product? Pushing a particular political or social agenda?

Referral to literature or other research- Does the author reference where they are getting their information? If applicable, are they acknowledging that their views are controversial?

Accuracy of details- Have research findings been proven? Backed up by evidence? Are they observable, measurable and repeatable?

Currency- How modern or up to date are the findings? Take the time to actually look.

GOING FORWARD

“All information, whether in print or by byte, needs to be evaluated by readers for authority, appropriateness, and other personal criteria for value. If you find information that is ‘too good to be true’, it probably is. Never use information that you cannot verify” (Kirk, 1996). Whether reading an article for entertainment, looking into a new product for purchase or conducting research for a potential dissertation, it is up to the reader to conduct due diligence with regards to navigating media bias. By applying the basic media literacy skills of asking questions, considering the source, and exploring the veracity of a claim, scholars and consumers alike can ensure that they are putting forth such diligence and exercising their right to be informed regarding the information that they take in.

REFERENCES

Driscoll, D. L., & Brizee, A. (2013, February 22). Evaluation During Reading. Purdue OWL: Evaluating Sources of Information. Retrieved April 22, 2014, from https://owl.english.purdue.edu/owl/resource/553/3/

Kirk, E. E. (2009). Evaluating Information Found on the Internet. Retreived April 21, 2014 from http://web.archive.org/web/20040825040101/http://www.library.jhu.edu/researchhelp/general/evaluating/

Martin Luther King Jr. – A True Historical Examination. Retreived April 21, 2014 from http://www.martinlutherking.org.

Shermer, M. (2009, June). Michael Shermer- The Baloney Detection Kit (on RDF TV). Retrieved April 22, 2014, from http://www.michaelshermer.com/2009/06/baloney-detection-kit/