The land of confusion?

Lorenzen, Michael

doi:10.1016/s0734-3310(02)00074-5

Cited by 57 publications

(15 citation statements)

References 4 publications

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“…To scanning information, teenagers also have problems in choosing between reputable and questionable sources, and selecting and assessing web site information (Lorenzen, 2002;Ladbrook & Probert, 2011;Van Deursen et al, 2014). As a result, the information selected may either come from a commercial or a scientific source (Fidel et al, 1999;Mason, Junyent, & Tornatora, 2014).…”

Section: Information-problem Solvingmentioning

confidence: 99%

“…Previous studies have examined how students use the WWW to solve IPS tasks and their chellenges to do that (i.e., Britt & Aglinskas, 2002;Goldman, 2011;Lorenzen, 2002;Wallace et al, 2000). Some studies, for instance, have focused on how students assess the information or sources found on the Internet (i.e., Walraven, Brand-Gruwel, & Boshuizen, 2009).…”

Section: Research Objectivesmentioning

confidence: 99%

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Key Information-Problem Solving Skills to Learn in Secondary Education: A Qualitative, Multi-Case Study

Argelagós¹,

Pifarré²

2016

JEL

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Internet has become one of the most important information sources for students' personal and academic life. In addition, the World Wide Web is receiving increased attention in education because of its potential to support new forms of learning. However, using the information from the net for learning requires the development of a set of abilities such as searching and tackling information from the Internet to find solutions of a problem-this set of abilities is called Information-Problem Solving (IPS) skills. The main objectives of this study are the following three: first, to provide a detailed description about how secondary students solve an IPS task; second, to identify key IPS skills, sub-skills, and regulation activities that have more incidence upon students' success to solve a problem using digital information on the Web; and third, to use this information to draw educative guidelines to design web-based instructional process and foster IPS in secondary classrooms. In-depth analyses of quantitative and qualitative data of a multi-case study allowed us to identify distinctive patterns and sequences of IPS skills used by students to solve a task. Furthermore, IPS skills (defining the problem and search for information), sub-skills (specifying search terms and selecting results from a SERP), and regulation activities (orientation on the task, monitoring, and testing) were identified as key skills which have more incidence in students to solve successfully IPS tasks to learn curricular contents at school.

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Section: Information-problem Solvingmentioning

confidence: 99%

Section: Research Objectivesmentioning

confidence: 99%

Key Information-Problem Solving Skills to Learn in Secondary Education: A Qualitative, Multi-Case Study

Argelagós¹,

Pifarré²

2016

JEL

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“…The research subjects of Pitts (1994), McNicholas and Todd (1996), Kafai and Bates (1997), Lyons et al (1997), Wallace and Kupperman (1997), Schacter, Chung and Dorr (1998), Watson (1998), and Hirsh (1999) and the youngest participants in a study by Kobasigawa (1983) have shown a similar ignorance, although the older inquirers in Kobasigawa's work exhibited a greater understanding, and youngsters taking part in work by NCET (1996) were aware of the need to question the accuracy of material. Although Lorenzen's (2001) informants realized that not all information on the Web could be accepted, the criteria that they employed to determine its trustworthiness were often questionable. Graef (2000) describes the particular problems of evaluating information on the Internet, which, he believes, can be tested only by assessing it against one's own experience.…”

Section: Resultsmentioning

confidence: 99%

“…Dissatisfaction has been expressed by young users in relation to the inability to find, or access, desired information (Fidel et al, 1999; Bilal, 2000; Dobson, 2000; Large & Beheshti, 2000; Walker & Moen, 2000), the slow speed of information retrieval (NCET, 1996; Kafai & Bates, 1997; Fidel et al, 1999; Hirsh, 1999; Bilal, 2000; Large & Beheshti, 2000), technical problems, including hardware crashes and connection breakdowns (Moyer & Sambucci, 1998, Hirsh, 1999), the unsorted nature of the information that is provided (Large & Beheshti, 2000) and the fact that the desired material could be found more easily in book form (Wallace & Kupperman, 1997; Moyer & Sambucci, 1998). Indeed, in several studies, many young users have realized the need to consult books, as well as the Web, to meet their information needs (Large & Beheshti, 2000; Lorenzen, 2001). Research by Cooper (2002), in which youngsters could use books and CD‐ROM resources, proved inconclusive in determining which of the two youngsters preferred to use.…”

Section: Related Researchmentioning

confidence: 99%

A comparison of youngsters' use of CD‐ROM and the Internet as information resources

Shenton

Dixon

2003

J. Am. Soc. Inf. Sci.

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Little research has compared youngsters' use of CD-ROM and the Internet for information-seeking purposes. Nevertheless, the area has recently been addressed within a largely qualitative project more generally devoted to young people's information universes. Home access to the Internet was seen to be more limited than that to CD-ROM, although the former was consulted to tackle needs of a greater number of types. The strategies employed to exploit each form of information resource were essentially similar. No attempts were reported to check the credibility of any information retrieved from electronic sources. The Internet was, however, used more frequently beyond the informants' own homes than was CD-ROM. There was also greater employment of the Internet by adults acting on the youngsters' behalf. As Internet use for school purposes rose in accordance with age, that of CD-ROM declined. When youngsters themselves compared the two resources as information-seeking tools, CD-ROM software was criticized for its lack of detailed material and the Internet for the problems in locating what was desired. Project findings have implications in a range of areas, including the marketing of CD-ROM packages, research and development and practices within schools.

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“…According to Michael Lorenzen (2001), "the nature of the Web and the difficulty it presents in verifying information, means that students in the early stages of Perry's Scheme are going to have difficulty in using the Web appropriately" (p. 153). Many of the students Lorenzen (2001) interviewed "felt that if a Website was indexed by Yahoo! the information found on the Web site was reliable" (p. 161).…”

Section: Cognitive Development and Information Literacymentioning

confidence: 99%

Teaching Web Evaluation: A Cognitive Development Approach

Benjes-Small¹,

Archer²,

Tucker³

et al. 2013

Comminfolit

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Web evaluation has been a standard information literacy offering for years and has always been a challenging topic for instruction librarians. Over time, the authors had tried a myriad of strategies to teach freshmen how to assess the credibility of Web sites but felt the efforts were insufficient. By familiarizing themselves with the cognitive development research, they were able to effectively revamp Web evaluation instruction to improve student learning. This article discusses the problems of traditional methods, such as checklists; summarizes the cognitive development research, particularly in regards to its relationship to the ACRL Information Literacy Standards; and details the instructional lesson plan developed by the authors that incorporates cognitive development theories.

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The land of confusion?

Cited by 57 publications

References 4 publications

Key Information-Problem Solving Skills to Learn in Secondary Education: A Qualitative, Multi-Case Study

Key Information-Problem Solving Skills to Learn in Secondary Education: A Qualitative, Multi-Case Study

A comparison of youngsters' use of CD‐ROM and the Internet as information resources

Teaching Web Evaluation: A Cognitive Development Approach

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