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| Autor/in | McGrew, Sarah |
|---|---|
| Titel | Skipping the Source and Checking the Contents: An In-Depth Look at Students' Approaches to Web Evaluation |
| Quelle | In: Computers in the Schools, 38 (2021) 2, S.75-97 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (McGrew, Sarah) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0738-0569 |
| DOI | 10.1080/07380569.2021.1912541 |
| Schlagwörter | Information Sources; Information Literacy; Evaluative Thinking; Web Sites; Credibility; Reliability; Evidence; Usability; Political Issues; Social Problems; Protocol Analysis; Technology Integration; High School Students; Thinking Skills |
| Abstract | This study investigated how high school students evaluated online information on social and political topics. Eighteen juniors and seniors, at a school that attempts to leverage technology to personalize learning, thought aloud as they completed online reasoning tasks. Three themes emerged from analyses of think-aloud data. First, students assembled ad hoc lists of surface features (e.g., a website's layout or top-level domain) that they used to render decisions about whether content was trustworthy. Next, they judged the usability of an article as a way to decide whether it was reliable. Finally, they interpreted the presence of data as conferring credibility on online posts, regardless of the quality of the source. These students spent a great deal of the school day in front of computers, yet this study suggests that students relied on evaluation tactics best suited for vetted print information--not the open web. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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