Sourcing on the internet: Examining the relations among different phases of online inquiry

Kiili, Carita; Forzani, Elena; Brante, Eva Wennås; Räikkönen, Eija; Marttunen, Miika

doi:10.1016/j.caeo.2021.100037

Cited by 21 publications

(14 citation statements)

References 61 publications

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“…It happens to be the case that the capacity of a reader to judge the credibility of material is critical to learning from reliable internet information ( Kiili et al., 2021 ). Therefore, it is essential to know whether, in the course of online learning, learners can retrieve the right information concerning their course of study from the internet to afford them the quality and satisfaction they desire.…”

Section: Introductionmentioning

confidence: 99%

Technology and instructor dimensions, e-learning satisfaction, and academic performance of distance students in Ghana

Bossman

Agyei

2022

Heliyon

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Section: Introductionmentioning

confidence: 99%

Technology and instructor dimensions, e-learning satisfaction, and academic performance of distance students in Ghana

Bossman

Agyei

2022

Heliyon

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“…It supports students in moving beyond considering and evaluating online texts as separate entities. It also supports students in thinking of sources at the beginning of online inquiry; a practice shown to help with evaluating the credibility of information (Kiili et al, 2021). However, teachers should also discuss with students the concept of stakeholder, provide models, and give feedback to ensure that all students have found stakeholders that are reasonable to compare.…”

Section: Discussionmentioning

confidence: 99%

“…Sourcing can occur across all phases of online inquiry rather than just at the end (Kiili et al, 2021). When planning for online inquiry, readers can think of potential sources (e.g., professions or organizations) that may provide useful and accurate information.…”

Section: )mentioning

confidence: 99%

Designing Classroom Practices for Teaching Online Inquiry: Experiences from the Field

Kiili¹,

Lakkala²,

Ilomäki³

et al. 2021

J Adolescent & Adult Lit

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Increasingly, students turn to the internet to seek information to address a problem or complete a learning task. These forms of online inquiry require students to locate relevant and credible information from multiple online resources and build a coherent representation of the explored issue (Leu et al., 2019). Although online inquiry is a common practice, students' competencies are often under-developed (Brand-Gruwel & van Strien, 2018), resulting in uncritical engagement with online information. Furthermore, many teachers find it challenging to embed instruction of these competencies into their curriculum (Derakhshan & Singh, 2011).To address these issues, we developed a learning unit designed to intentionally translate relevant theories and design principles into effective classroom practices for teaching online inquiry. Five language arts teachers from Finland collaborated with us to provide initial feedback on the unit; after revisions, they agreed to implement the lessons in nine upper secondary classrooms and reflect on their teaching experiences. In this paper, we describe the theoretical and pedagogical underpinnings of our unit's design and how it was implemented in classrooms. Then, we share teachers' reflections about the unit, including ideas for improvements. Theoretical UnderpinningsTwo theoretical models guided our work in defining core competencies students need to engage in productive online inquiry: the New Literacies of Online Research and Comprehension (Leu et al., 2019) and the Documents Model (Rouet, 2006).According to the New Literacies perspective of Online Research and Comprehension, successful completion of an online inquiry task involves using the internet to search for and evaluate information, synthesize important ideas from multiple online texts, and, finally, communicate the results of the inquiry to others (Leu et al., 2019). Skilled online readers are able to regulate these cognitively demanding comprehension processes across iterative cycles of online inquiry processes (Cho et al., 2017).Students do not necessarily engage spontaneously in these processes, or if they do, their processing is often shallow (Quintana et al., 2005). In addition, students tend to overestimate their online inquiry skills (Aesaert et al., 2017). Therefore, students need to be intentionally guided through online inquiry processes with models, scaffolds, and feedback that support their ability to engage in cycles of deeper thinking (Quintana et al.,

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“…Accordingly, evaluation of information is considered one of the five core skills of online inquiry, the others being formulating a driving question and locating, synthesizing and communicating information (Leu et al, 2019). Evaluation of information occurs during different phases of online inquiry (Kiili et al, 2021) and concerns the relevance and credibility of online information (Hahnel et al, 2020; McCrudden, 2018).…”

Section: Introductionmentioning

confidence: 99%

Examining the structure of credibility evaluation when sixth graders read online texts

Kiili

Räikkönen

Bråten

et al. 2023

Computer Assisted Learning

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Background: Previous research indicates that students lack sufficient online credibility evaluation skills. However, the results are fragmented and difficult to compare as they are based on different types of measures and indicators. Consequently, there is no clear understanding of the structure of credibility evaluation.Objectives: The present study sought to establish the structure of credibility evaluation of online texts among 265 sixth graders.Methods: Students' credibility evaluation skills were measured with a task in which they read four online texts, two more credible (a popular science text and a newspaper article) and two less credible (a layperson's blog text and a commercial text). Students read one text at a time and evaluated the author's expertise, the author's benevolence and the quality of the evidence before ranking the texts according to credibility. Four competing measurement models of students' credibility evaluations were assessed. Results:The model termed the Genre-based Confirming-Questioning Model reflected the structure of credibility evaluation best. The results suggest that credibility evaluation reflects the source texts and requires two latent skills: confirming the more credible texts and questioning the less credible texts. These latent skills of credibility evaluation were positively associated with students' abilities to rank the texts according to credibility. Implications:The study revealed that the structure of credibility evaluation might be more complex than previously conceptualized. Consequently, students would benefit from activities that ask them to carefully analyse different credibility aspects of more and less credible texts, as well as the connections between these aspects.

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Sourcing on the internet: Examining the relations among different phases of online inquiry

Cited by 21 publications

References 61 publications

Technology and instructor dimensions, e-learning satisfaction, and academic performance of distance students in Ghana

Technology and instructor dimensions, e-learning satisfaction, and academic performance of distance students in Ghana

Designing Classroom Practices for Teaching Online Inquiry: Experiences from the Field

Examining the structure of credibility evaluation when sixth graders read online texts

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