The development of source evaluation skills during adolescence. Exploring different levels of source processing and their relationships.

Autor/inn/en	Potocki, Anna; Pereyra, Guillaume de; Ros, Christine; Macedo-Rouet, Mônica; Stadtler, Marc; Salmerón, Ladislao; Rouet, Jean-Francois
Titel	The development of source evaluation skills during adolescence. Exploring different levels of source processing and their relationships. Paralleltitel: El desarrollo de las habilidades de evaluación de las fuentes durante la adolescencia: una exploración de los distintos niveles de procesamiento de las fuentes y sus relaciones.
Quelle	In: Infancia y aprendizaje, 43 (2019) 1, S. 19-59Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0210-3702; 1578-4126
DOI	10.1080/02103702.2019.1690848
Schlagwörter	Adoleszenz; Schüler; Textverständnis; Kompetenzentwicklung; Qualität; Informationsquelle
Abstract	This study examines the development of source evaluation skills in four groups of students from 10 to 19 years of age. [The authors] designed a set of tasks based on a distinction between three components of source evaluation: the identification of source parameters; the evaluation of source features such as the source's competence or benevolence under explicit instructions; and the use of source features in assessing a document's relevance with respect to a given task. This inventory was administered to 245 teenagers in grades 5, 7 and 9 and to undergraduate students. All types of source evaluation skills developed throughout adolescence, with some of them remaining suboptimal for older readers. Furthermore, [the authors] found weak relationships between students' identification of source parameters and their use of source features in the absence of any specific prompt. Finally, source evaluation tasks were weakly related to teenagers' word reading skills. Taken together, these results document teenagers' acquisition of source evaluation skills and warrant a distinction between readers' ability to comprehend source features and to use these features when assessing information quality. (Abstract übernommen).
Erfasst von	Externer Selbsteintrag
Update	2024/1