在人人都可以是自媒體的時代，我們的話語權雖然不再被少數媒體所壟斷，但是近年假新聞氾濫的問題造成社會動盪不安，事實上根據研究，社群媒體上的假新聞絕大多數都是由「真人」轉發，而非過去所認為的殭屍帳號。這也引出了另個問題，若假新聞氾濫的肇因是一般人，我們是否可以用教育來遏止假新聞的傳播呢?本研究以大學生作為研究群體，假若未來將對大學生施以「假新聞教育」，我們勢必要先了解大學生對假新聞的認知，以及他們對假新聞教育的看法，再者，不同學科背景的大學生是否在假新聞認知與教育看法上呈現差異呢?
本研究目的有三點：(1)探討大學生對假新聞認知與判讀方法；(2)探討假新聞教育內涵與方法以及與素養教育的關聯；(3)探討傳播學院學生、圖書資訊學系學生與一般科系學生對假新聞的認知、判讀與假新聞教育的看法。
為獲得研究結果，本研究透過文獻探討設計出訪談大綱，利用深度訪談蒐集來自傳播學院、圖書資訊學系、一般科系三個族群，一共24人的訪談資料，在了解整體大學生認知的同時，也探討了不同學科背景學生存在那些認知看法的差異，首先是大學生整體認知看法獲得以下結論:(1)大學生關注政治、同婚性平的相關假新聞；(2)大學生判讀假新聞的方法也反映出其對假新聞的認知；(3)大學生傾向信任同溫層資訊並排斥對立同溫層的資訊；(4)世代差異導致大學生認為長輩常常是假新聞傳播的推手；(5)大學生認為假新聞教育應包含媒體素養、批判性思考、資訊素養與查證能力，內容與實踐上則是透過實例來提升防範意識；(6)大學生認為假新聞教育應重視判讀資訊真實性，以及批判性思考的培養；(7)根據訪談結果分析，媒體素養教育、資訊素養教育兩者與假新聞教育有著緊密的關聯；(8)大學生對假新聞的認知以及對假新教育的看法，都受到自身所學以及長輩的傳播行為所影響。
至於三種不同學科背景的族群在假新聞的認知、判讀方法上存在差異；而對假新聞的教育的看法上雖存在差異，但其核心概念雷同。本研究發現，專業所學的不同是造成族群差異的關鍵因素。
針對所獲得之研究結果，本研究提出以下幾點建議:(1)假新聞教育應引導大學生認知到自己也很有可能有認知偏誤；(2)根據不同科系的學生建立其所缺乏的認知或能力；(3)注重不同世代因價值觀差異而衍伸的假新聞議題；(4)圖書館可善用資訊素養專業來協助讀者。

In today's era, everyone can be self-media. Small numbers of media no longer monopolize our voice. However, the issue of fake news also causes social unrest. In fact, according to research, the vast majority of fake news on social media is circulated by "real people", rather than the zombie accounts that we perceived in the past. This also leads to another question. Can we use education to curb the issue of fake news? This study uses undergraduate students as the research group because if we implement the fake news education in the university, we must understand the perceptions of undergraduate students about fake news and fake news education. Moreover, do undergraduate students from different disciplines show differences on Perceptions of Fake News and Education?
There are three purposes in this study: a) Exploring undergraduate students' perceptions and interpretation methods of fake news. b) Exploring the connotation and methods of fake news education and its association with literacy education. c) Exploring the knowledge of Communication, library and information science students and general science students on perceptions of fake news and fake news education.
In order to obtain the research results, this study designs an interview outline through literature review, and use in-depth interviews to collect the data from totally 24 persons, That can be divided into three groups: The Communication College, the Library and Information Science Department, and the General Department, for the purpose of understanding the overall undergraduate students' cognition, which also explores the differences in perceptions among students from different disciplines.
First of all, the overall cognitive views of undergraduate students lead to the following conclusions: (1) Undergraduate students pay attention to fake news relevant to politics and marriage equality; (2) The way how undergraduate students interpret fake news also reflects their perceptions of fake news; (3) Undergraduate students tend to trust the information from their echo chamber and exclude those which are from the other; (4) Generation gap leads students to believe that elders are often the promoters of fake news circulation; (5) Undergraduate students believe that fake news education should include media literacy, critical thinking, information literacy, and verification capabilities, and the fake news examples are necessary for implementation of fake news education; (6) Undergraduate students think that fake news Education should pay attention to the information interpretation and the development of critical thinking; (7) According to the analysis of interview results, media literacy education and information literacy education are closely related to fake news education; (8) Undergraduate students' perceptions of fake news and education are influenced by what they have learned and the behavior of their elders.
As for the groups with different backgrounds. The comparison of three groups in the perceptions and interpretation methods of fake news. Although there are differences in the views concerning the education of fake news, the core concepts are similar. This study believes that the difference in learning is a key factor in group differences.
In response to the research results obtained, the study puts forward the following suggestions: (1) Fake news education should guide undergraduate students to recognize that they are also likely to have perceptions biases; (2)We should strengthen students' cognition or ability that they lack according to their departments; (3) We should Focus on fake news issues that have evolved from Generation gap due to different values; (4) Libraries can make good use of information literacy programs to assist readers.

第一章、緒論 1
第一節、問題陳述與研究動機 1
第二節、研究目的 6
第三節、研究問題 6
第四節、名詞解釋 6
第二章、文獻探討 11
第一節、假新聞意涵、種類、傳播與接收管道 11
第二節、假新聞的傳播與理論以及判斷指南與相關工具 16
第三節、媒體素養、資訊素養與假新聞教育 24
第三章、研究方法 33
第一節、研究範圍與限制 33
第二節、研究設計 33
第三節、研究方法 34
第四節、研究個案 35
第五節、資料蒐集與分析 36
第六節、研究工具 38
第七節、研究實施步驟 40
第四章、研究結果分析 43
第一節、基本資料 43
第二節、受訪者假新聞舉證的案例分析 44
第三節、我國大學生對假新聞的認知與判讀 49
第四節、受訪者教育經驗與假新聞教育內涵看法 68
第五節、媒體素養教育、資訊素養教育與假新聞教育的關聯 79
第六節、綜合討論 80
第五章、結論 91
第一節、結論 91
第二節、建議 98
參考文獻 101
附錄一 受訪同意書 111
附錄二 大學生假新聞認知與教育看法研究-訪談大綱 112

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