Exploring Climate Change Misinformation Using the CRAAP Technique: Input for Framework Development
DOI:
https://doi.org/10.11594/ijmaber.07.10.04Keywords:
Climate change, CRAAP, ITRACE, Literacy, MisinformationAbstract
Climate change misinformation continues to influence how individuals understand climate issues and respond to their impacts, with its spread amplified by the increased accessibility of digital platforms. While frameworks like the CRAAP model provide general guidance for evaluating information, they were not tailored for climate change misinformation, and some criteria, particularly Relevance and Purpose, have been found to confuse students. This study examined how students identify climate change misinformation using the CRAAP framework as an analytical basis to support the development of a more student-focused, climate-specific evaluation tool. A qualitative study with a developmental component was employed. Semi-structured interviews were conducted to 10 junior and senior high school students from Cabitan National High School purposely chosen. Data were analyzed through thematic analysis. Findings revealed that students rely on strategies such as source evaluation, cross-verification, social validation, plausibility assessment, content quality, and timeliness. These approaches align with CRAAP’s Currency, Authority, and Accuracy, while Relevance and Purpose were rarely applied. Based on these insights, the study introduces the ITRACE framework (Intention, Timeliness, Reliability, Appearance, Content Quality, Evidence), designed to provide clearer and more accessible criteria for evaluating climate misinformation. Overall, while some student strategies aligned with CRAAP, others were weak or inconsistent, highlighting gaps in understanding. ITRACE was developed to address these limitations by offering a more practical, student-friendly approach. However, its validity was not tested in this study, and further research is recommended to evaluate its effectiveness and generalizability.
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