https://www.ncbi.nlm.nih.

gov/pmc/articles/PMC4857587/

A range of biological, psychosocial, and environmental factors contribute to insufficient sleep and sleep
disturbance among adolescents and young adults. This includes biological changes in the accumulation
of homeostatic sleep pressure (the likelihood of falling asleep), increasing academic and vocational
demands, and use of substances such as alcohol and caffeine.12-15 However, less is known about
associations between use of social media (SM) and sleep quality and quantity. SM has been defined as
“a collection of software that enables individuals and communities to gather, communicate, share, and
in some cases collaborate or play”16 and a “group of Internet-based applications that build on the
ideological and technological foundations of Web 2.0, and that allow the creation and exchange of User
Generated Content.”17 The rapidly growing rate of SM use in recent years18 raises concern that SM use
may adversely affect sleep quality and may displace total amount of sleep.19

Prior work that has examined SM use and sleep has yielded inconsistent results. Two recent reviews in
this area demonstrated an inverse association between electronic media use and sleep parameters such
as longer time to fall asleep, delayed bedtime, and reduced total sleep time.20;21 However, another
study among 11-13 year olds in the Midlands region of the United Kingdom demonstrated that,
compared with SM, use of other technologies such as television, music, and video games was more
substantially associated with sleep problems.22 Still, frequent use of social networking sites had the
strongest impact on reduced weekday sleep duration among this sample. Other studies have suggested
associations between SM use and sleep disturbance in countries such as Australia and China,23;24 but
there is a need to explore these findings among large, nationally-representative populations in the U.S.

Jessica C. Levenson, PhD,1 Ariel Shensa, MA,2,3 Jaime E. Sidani, PhD,2,3 Jason B. Colditz, MEd,2,3 and
Brian A. Primack, MD, PhD2,3 (2016)

Sleep researchers recognize the importance of two fundamental dimensions of sleep adequacy: sleep
quantity (total sleep time) and sleep quality. These dimensions cover several attributes of sleep: total
sleep time, adversely affected by late bedtimes, early waking, and sleep onset latency (delay between
bedtime and falling asleep); and sleep quality, including nighttime wakings, nightmares, disturbed sleep-
wake transitions, and irregular bedtimes. The first system to suffer from inadequate sleep appears to be
executive function, or the brain’s ability to plan, organize activities, and pay attention.5-8 Other
research has shown that inadequacies in sleep quantity or quality among children and adolescents are
associated with significant impairments in immune function, the regulation of metabolism (thereby
creating an association between sleep and obesity and diabetes),9 creativity and memory10, accidents
and injuries,11 school failure,12, 13 and behavior.14

y Frederick J. Zimmerman, Ph.D., (june 2008)

https://files.eric.ed.gov/fulltext/ED527857.pdf
Fake News On Social Media: Illusory Truth and the 2016 Presidential Election

https://www.researchgate.net/publication/316418350_Fake_News_On_Social_Media_Illusory_Truth_a
nd_the_2016_Presidential_Election

This study examined how fake news affected the perceptions and beliefs of voters during the 2016 U.S.
presidential election by determining the effect of repeated exposure to false news stories on Facebook
and other social media platforms. Specifically, it seeks to determine the role of illusory truth in fake
news. Quantitative and qualitative surveys of a sample of voters from across the United States were
used to determine the frequency of exposure to stories, the degree of belief in stories, and ascertain
voter feelings and perceptions surrounding fake news. The results show that frequency of exposure
strongly correlates to belief. Respondents incorrectly believed whether a story was true or false 58% of
the time. More education about detecting and disposing of fake news is needed in the political
socialization process. Future research should look at the effectiveness of educating consumers to resist
sharing political stories.

Fake News On Social Media: Illusory Truth... (PDF Download Available). Available from:
https://www.researchgate.net/publication/316418350_Fake_News_On_Social_Media_Illusory_Truth_a
nd_the_2016_Presidential_Election [accessed Apr 05 2018].

Craig D Goodwin-Ortiz April 2017

https://www.tandfonline.com/doi/abs/10.1080/17512786.2017.1423237

Perceptions of news credibility on social media

Edson C. Tandoc Jr

Published online: 12 Jan 2018

This study found that while participants rated their own Facebook friend as more credible and more
similar to them than a news organization, they rated news articles as more credible when they are
shared on Facebook by a news organization than when they are shared by their own Facebook friend.
Source, however, interacts with motivation. News articles shared by a news organization are rated more
credible only when motivation is high. There were no significant differences between sources when
motivation is low.

How does 'fake news' on social media impact schools?

By Katelynn Ulrich | October 13, 2017 @10:14 PM

http://spectrumlocalnews.com/nys/central-ny/news/2017/10/13/social-media--fake-news--impacts-
schools

Fact or Fiction: Fake News and its Impact on Education

How do we equip students with the tools to determine the validity of sources?

By: Anthony Golding

So, here are a few ways classroom teachers can help students distinguish credible from fraudulent news:

Incorporate news-related key terms (credibility, bias, satire) into the curriculum. Taking time to ensure
students know news and fake news terms can sometimes be empowering enough to make students
question. Imagine the rigor involved in defining terms such as bias as they relate to the news, using the
term to spot examples in our media, and discussing how the terms play a role in our interpretation and
communication of the news.

Discuss news as part of the current curriculum. Questioning how students currently receive news and
validate their sources will often lead to the student's realization that oftentimes their news comes from
a family of sources with little to no credibility, such as social media. Discussing how one should fact-
check news or use multiple sources to ascertain information is key in many curriculums at the middle
school level, especially English and history. Using websites, such as Snopes.com that discredits many
shared "news" stories, to help facilitate the classroom discussion of fake news is fruitful in examples of
how many interpret what's false to be true.

Provide examples of real news, satire, and fake news for students to compare and differentiate
between. Ask students to question the tone of the writing. Is the purpose of the article to inform?
Entertain? Persuade? In doing so, explain that real news is often meant to inform, while satire and fake
news are often used to entertain or garner a reaction. More recently, fake news has been used for
monetary gain or political sabotage. Provide examples of real news, fake news, and satire for students to
examine and differentiate between. Gather their responses and use them as a tool for future reference.

Discuss the role social media plays in the spreading of false information. Without question, social media
tends to act as the medium by which fake news spreads. Almost as a catalyst, posts to websites like
Facebook, Twitter, Reddit, and other social media platforms, can spread and influence beliefs of the
readers. As these websites tend to be read by many school-age children, it is important for teachers to
discuss the role they play in spreading false information. Many teachers have encouraged
experimentation with social media in attempts to help students better understand how quickly posts
spread; others can recreate this experiment or simply discuss examples of fake news and how quickly it
spreads.

Finally, stress the importance of source verification. Ask students to determine factual websites versus
websites that simply provide entertainment. Sometimes it is difficult to differentiate between real and
fake news sites. To give an example, abcnews.go.com provides factual information while a very similar
URL abcnews.com.co provides fake news. Typically, if a story really did occur, multiple reliable news
organizations cover the topic. Ask students to check the story with multiple outlets to ensure it is factual
before accepting it as fact.

With the help of classroom teachers and their commitment to media literacy, fake news may no longer
be used to fill the pocketbooks of professional hoaxers, mislead the masses, or influence an election.
Students armed with a positive skepticism of fake news can become change agents rather than victims.

SLEEP PATTERN 2.0

Social media use linked to lack of sleep in students

January 24, 2018, Wiley

In the 5242-participant study, 63.6% of individuals slept less than recommended, with 73.4% of students
reporting that they used social media for at least one hour per day. Greater use of social media was
associated with shorter sleep duration in a dose- response fashion among the students.

"The impact social media can have on sleep patterns is a topic of great interest given the well-known
adverse effects of sleep deprivation on health," said senior author Dr. Jean-Philippe Chaput, of the
Children's Hospital of Eastern Ontario Research Institute. "Electronic screen devices are pervasive in
today's society and we are just starting to understand their risks and benefits."