关键词: 信息素养, 网络谣言验证, 组合效应, 纵向研究, 混合研究方法

Abstract: [Purpose/Significance] This study aims to systematically analyze the complex interactive effects and dynamic influences of users' multidimensional information literacy on their rumor verification, with the goal of providing robust theoretical support for public education and policy formulation, thereby fostering the healthy development of the information environment. [Design/Methodology] This study employs a mixed research method and conducts a three-phase investigation comprising a two-wave longitudinal study and an open-ended follow-up. The aim is to explore the antecedent configurations of users' direct and indirect verification of online rumors in short-term and long-term time frames. [Findings/Conclusion] In the short term, direct verification requires a broader range of information literacy dimensions compared to indirect verification, however, in the long term, the condition configurations in both verification methods converge, thereby both requiring users to exhibit more comprehensive information literacy competencies. Furthermore, over time, the condition configurations required by indirect verification become more increasingly comprehensive over the long term compared to the short term, while direct verification consistently maintains the same set of information literacy dimensions requirements across both temporal frames. Additionally, regardless of the time frame, information evaluation and information use emerge as the core dimensions of information literacy for both direct and indirect verification. The post-hoc analysis of the third phase of the follow-up investigation further validates and reinforces the findings from the configurational analysis conducted in the initial two waves. [Originality/Value] This study elucidates the complex dynamic effects of information literacy on online rumor verification and provides significant practical implications for cyberspace governance.

Keywords: Information literacy, Online rumor verification, Combined effects, Longitudinal study, Mixed method