Pub Date : 2023-12-01DOI: 10.1080/15391523.2023.2288393
Chih-Yi Hsu, Tzu-Chien Liu, Yi-Chun Lin, Chung-Yuan Hsu, Fred Paas
We investigated interaction effects of multimedia representation format and learner’s prior knowledge level on learning outcomes. Eighty-seven high school students with a lower or a higher level of...
本研究考察了多媒体表征格式和学习者先验知识水平对学习效果的交互作用。87名高中学生的…
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Pub Date : 2023-11-16DOI: 10.1080/15391523.2023.2282469
Paula Cristina Azevedo
Ten teacherpreneurs’ Instagram accounts were analyzed for qualities of social media marketing and teacher leadership. Using a digital content analysis method, the researcher found that the 10 teach...
{"title":"Influencer or teacher leader: an exploration of teacherpreneurs’ use of Instagram to lead","authors":"Paula Cristina Azevedo","doi":"10.1080/15391523.2023.2282469","DOIUrl":"https://doi.org/10.1080/15391523.2023.2282469","url":null,"abstract":"Ten teacherpreneurs’ Instagram accounts were analyzed for qualities of social media marketing and teacher leadership. Using a digital content analysis method, the researcher found that the 10 teach...","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":"286 5","pages":""},"PeriodicalIF":5.1,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138495267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-13DOI: 10.1080/15391523.2023.2276410
Damian Bebell, Zhexun (Cinna) Xin, Gareth Cleveland, Michael Russell
AbstractIn May 2021, a survey was conducted with a random sample of 416 households stratified across levels of community broadband participation. Results show racialized/ethnic categorization and program enrollment had a small significant relationship with parents’ use of technology and a more nuanced relationship with parents’ beliefs about educational technology. Results suggest that participating in the community broadband initiative is associated positively with parents’ practices and attitudes. Moreover, practices were similar across households regardless of racialized/ethnic categorization, suggesting that household participation in the broadband program may be beginning to correct for racialized inequities in parents’ access, use, and attitudes.Keywords: Educational technologyparentscommunity broadbanddigital equityhousehold survey Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data that support the findings of this study are available on request from the corresponding author Damian Bebell at bebell@bc.edu. A data dashboard using the same data supporting the findings of this study is publicly available at https://edconnect.bc.edu/#/.Additional informationFundingThis work was supported by the Enterprise Center under Grant number 5111961.Notes on contributorsDamian BebellDamian Bebell is an Assistant Research Professor at Boston College’s Lynch School of Education and Human Development. Damian designs and conducts research on the implementation and impacts of educational technology around the world and is interested in furthering technology to improve educational research, measurement, and reflection.Zhexun (Cinna) XinZhexun (Cinna) Xin is a doctoral student in the Measurement, Evaluation, Statistics, and Assessment (MESA) program at Boston College. She is also a Research Assistant in the EdConnect evaluation study. She collects and builds a database of literature related to educational technology and the digital divide. She also assists with instrument development and data analysis. Her research interests focus on innovative measurement via technology, instrument development for psychological constructs, and program evaluation.Gareth ClevelandGareth Cleveland is a Research Associate in the Lynch School of Education and Human Development at Boston College. In his work on the EdConnect evaluation, he has focused on data management and analysis, including describing and modeling the way that parents think about and use technology. Gareth’s interests include leveraging education data to support local decision makers and improving processes for collecting and sharing data.Michael RussellMichael Russell is a Professor of Measurement, Evaluation, Statistics and Assessment in the Lynch School of Education and Human Development at Boston College. His current work focuses on the intersection of systemic racism and educational assessment.
{"title":"Parent use of and beliefs about technology for education and parenting: Year 1 results from the HCS EdConnect study","authors":"Damian Bebell, Zhexun (Cinna) Xin, Gareth Cleveland, Michael Russell","doi":"10.1080/15391523.2023.2276410","DOIUrl":"https://doi.org/10.1080/15391523.2023.2276410","url":null,"abstract":"AbstractIn May 2021, a survey was conducted with a random sample of 416 households stratified across levels of community broadband participation. Results show racialized/ethnic categorization and program enrollment had a small significant relationship with parents’ use of technology and a more nuanced relationship with parents’ beliefs about educational technology. Results suggest that participating in the community broadband initiative is associated positively with parents’ practices and attitudes. Moreover, practices were similar across households regardless of racialized/ethnic categorization, suggesting that household participation in the broadband program may be beginning to correct for racialized inequities in parents’ access, use, and attitudes.Keywords: Educational technologyparentscommunity broadbanddigital equityhousehold survey Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data that support the findings of this study are available on request from the corresponding author Damian Bebell at bebell@bc.edu. A data dashboard using the same data supporting the findings of this study is publicly available at https://edconnect.bc.edu/#/.Additional informationFundingThis work was supported by the Enterprise Center under Grant number 5111961.Notes on contributorsDamian BebellDamian Bebell is an Assistant Research Professor at Boston College’s Lynch School of Education and Human Development. Damian designs and conducts research on the implementation and impacts of educational technology around the world and is interested in furthering technology to improve educational research, measurement, and reflection.Zhexun (Cinna) XinZhexun (Cinna) Xin is a doctoral student in the Measurement, Evaluation, Statistics, and Assessment (MESA) program at Boston College. She is also a Research Assistant in the EdConnect evaluation study. She collects and builds a database of literature related to educational technology and the digital divide. She also assists with instrument development and data analysis. Her research interests focus on innovative measurement via technology, instrument development for psychological constructs, and program evaluation.Gareth ClevelandGareth Cleveland is a Research Associate in the Lynch School of Education and Human Development at Boston College. In his work on the EdConnect evaluation, he has focused on data management and analysis, including describing and modeling the way that parents think about and use technology. Gareth’s interests include leveraging education data to support local decision makers and improving processes for collecting and sharing data.Michael RussellMichael Russell is a Professor of Measurement, Evaluation, Statistics and Assessment in the Lynch School of Education and Human Development at Boston College. His current work focuses on the intersection of systemic racism and educational assessment.","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":"40 16","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136281659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.1080/15391523.2022.2085215
T. Ketenci, Brendan Calandra, J. Cohen, Maggie Renken, Nurjamal Chonoeva
Abstract The goal of this study was to examine how two groups of middle school students’ self-efficacy, interest, goal orientation, and prior experience related to evidence of their building upon existing ideas and code in digital artifacts they created using MIT’s App Inventor, a computational practice that Brennan and Resnick (2012) identified as “reusing and remixing.” Participants included 110 students in a formal computer science education course and 87 students in an after-school computing club. Data sources included a learner profile survey and participants’ digital artifacts. Correlational analysis, followed by logistic regression analysis, uncovered significant relationships between self-efficacy, goal orientation, and evidence of participants’ code-oriented reusing and remixing their digital artifacts.
{"title":"An examination of middle school student learner characteristics as related to the reuse and remixing of code in two different computer science learning contexts","authors":"T. Ketenci, Brendan Calandra, J. Cohen, Maggie Renken, Nurjamal Chonoeva","doi":"10.1080/15391523.2022.2085215","DOIUrl":"https://doi.org/10.1080/15391523.2022.2085215","url":null,"abstract":"Abstract The goal of this study was to examine how two groups of middle school students’ self-efficacy, interest, goal orientation, and prior experience related to evidence of their building upon existing ideas and code in digital artifacts they created using MIT’s App Inventor, a computational practice that Brennan and Resnick (2012) identified as “reusing and remixing.” Participants included 110 students in a formal computer science education course and 87 students in an after-school computing club. Data sources included a learner profile survey and participants’ digital artifacts. Correlational analysis, followed by logistic regression analysis, uncovered significant relationships between self-efficacy, goal orientation, and evidence of participants’ code-oriented reusing and remixing their digital artifacts.","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":"118 1","pages":"986 - 1002"},"PeriodicalIF":5.1,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139296985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-30DOI: 10.1080/15391523.2023.2267698
Caitríona Ní Shé, Eabhnat Ní Fhloinn, Ciarán Mac an Bhaird
{"title":"TeRMEd: a framework for educators to aid in the design and evaluation of technology-enhanced resources in mathematics","authors":"Caitríona Ní Shé, Eabhnat Ní Fhloinn, Ciarán Mac an Bhaird","doi":"10.1080/15391523.2023.2267698","DOIUrl":"https://doi.org/10.1080/15391523.2023.2267698","url":null,"abstract":"","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136104592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-11DOI: 10.1080/15391523.2023.2264982
Mary F. Rice, Kiernan Cantergiani, Danielle Macias
AbstractK-12 students who were identified or at risk of being identified as having disabilities had been entering learning environments that were fully or partially online. The increase in participation of this population and the emergency circumstances during COVID-19 pandemic-related school building closures brought a need for research into what supports students in the full range of digital environments. The purpose of this article is to propose a research-based conceptual framework for Inclusive Online, Distance and Digital Education (IODDE) in K-12 settings. IODDE focuses on learners’ biopsychosocial needs alongside two major types of supports: policy supports, and direct learner supports. There are also two types of crucial access: digital access and instructional access. Ensuring learners’ success requires contexts where access and supports are in balance with learner needs.Keywords: Inclusive online educationsupporting students with disabilities onlineonline special educationdigital education for all Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsMary F. RiceMary Rice, PhD in Curriculum & Teaching, has taught children in grades 3-12, but mostly grades 7-9. Mary has developed a research and teaching focus on the design and doing of inclusive online, distance, and digital education and the shared roles and responsibilities that make these experiences educative.Kiernan CantergianiKiernan Cantergiani, MA in Instructional Technology, is a former middle school teacher and current doctoral student. Kiernan’s research focuses on adolescent literacy using digital storytelling.Danielle MaciasDanielle Macias, MA in Learning Design and Technology, has been in education for 10 years Danielle has served in several roles including high school English teacher, adult ESL teacher, state education officer, and Innovative Learning Coach.
摘要k -12年级的学生已经进入了完全或部分在线的学习环境，这些学生被确定为或有被确定为有残疾的风险。由于这一群体参与人数的增加以及与COVID-19大流行相关的校舍关闭期间的紧急情况，需要研究在各种数字环境中为学生提供支持的因素。本文的目的是为K-12环境中的包容性在线、远程和数字教育(IODDE)提出一个基于研究的概念框架。IODDE侧重于学习者的生物心理社会需求以及两种主要支持类型:政策支持和直接学习者支持。还有两种重要的访问方式:数字访问和教学访问。确保学习者的成功需要与学习者的需求相平衡的访问和支持环境。关键词:全纳在线教育支持残疾学生在线特殊教育全民数字教育披露声明作者未报告潜在的利益冲突。作者简介:mary F. Rice，课程与教学博士，教过3-12年级的孩子，但主要是7-9年级。玛丽的研究和教学重点是包容性在线、远程和数字教育的设计和实施，以及使这些经历具有教育意义的共同角色和责任。Kiernan Cantergiani，教学技术硕士，曾是一名中学教师，现为博士生。基尔南的研究重点是利用数字故事讲述青少年的读写能力。Danielle Macias，学习设计和技术硕士，从事教育工作10年，担任过高中英语教师、成人ESL教师、州教育官员和创新学习教练等多个职位。
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Pub Date : 2023-10-11DOI: 10.1080/15391523.2023.2264984
Qing Yu, Kun Yu, Baomin Li, Qiyun Wang
AbstractBlended learning (BL) has become a significant way to promote education reform and development. However, the effectiveness of BL on students’ learning is questioned, and some pedagogy and course design issues also need to be clarified. This meta-analysis investigated the effects of BL while also examining whether eleven moderators would affect BL’s effects. A total of 133 empirical studies consisting of 18,464 participants were identified. The results showed that BL had an upper-medium effect on students’ learning performance (Hedges’ g = 0.651, p < 0.001). Further, moderator analyses showed that the teaching method, proportion of online learning, type of online interaction, region, and publication year had moderating effects. These new findings can improve BL. Finally, the impacts of BL and moderators were discussed, and the implications, limitations, and future directions were provided.Keywords: Blended learningonline learninglearning performancemeta-analysis AcknowledgementsThanks to Dr. Yu Li for her suggestions on this article. We are very grateful to the editors and three reviewers for their useful and constructive comments on our work.Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementData will be made available from the corresponding author on reasonable request.Additional informationFundingThis research was supported by grants from the National Education Sciences Planning General Project: Construction and Application Research of Human-Computer Collaborative Diagnostic Model for Classroom Teaching Video Analysis [grant number BHA230123].Notes on contributorsQing YuQing Yu is a PhD student at the Institute of Higher Education, Fudan University, Shanghai, China. His research interests include AI in education, blended learning, teacher education, technology-enhanced learning, family education, educational management, and student learning and development.Kun YuKun Yu is a graduate student at the School of Social Development and Public Policy, Fudan University, Shanghai, China. His research interests include computer-assisted learning, online learning, family education, and student learning and development.Baomin LiBaomin Li is a Professor at the Faculty of Education, East China Normal University, Shanghai, China. Her research interests include intelligent education, teacher education and professional development, classroom teaching research, blended learning, and online education.Qiyun WangQiyun Wang is an Associate Professor at the National Institute of Education, Nanyang Technological University, Singapore. His research interests include blended synchronous learning, online learning, technology-supported learning environment, and education design-based research.
摘要混合式学习已成为推动教育改革与发展的重要途径。然而，BL对学生学习的有效性受到质疑，一些教学法和课程设计问题也需要澄清。本荟萃分析调查了BL的效果，同时也检验了11个调节因子是否会影响BL的效果。共有133项实证研究，涉及18464名参与者。结果显示，BL对学生学习成绩有中上效应(Hedges’g = 0.651, p < 0.001)。此外，调节分析显示，教学方法、在线学习比例、在线互动类型、地区和出版年份具有调节作用。这些新发现有助于改善基础知识。最后，讨论了基础知识和调节因子的影响，并提出了今后的研究方向。关键词:混合式学习在线学习学习绩效meta-分析感谢李宇博士对本文提出的建议。我们非常感谢编辑和三位审稿人对我们的工作提出的有用和建设性的意见。披露声明作者未报告潜在的利益冲突。数据可用性声明如有合理要求，通讯作者将提供数据。本研究由国家教育科学规划总体项目:课堂教学视频分析人机协同诊断模型的构建与应用研究[批准号:BHA230123]资助。作者简介:qing Yu，中国上海复旦大学高等教育学院博士生。他的研究兴趣包括教育中的人工智能、混合式学习、教师教育、技术增强学习、家庭教育、教育管理和学生学习与发展。俞坤，中国上海复旦大学社会发展与公共政策学院研究生。他的研究兴趣包括计算机辅助学习、在线学习、家庭教育和学生学习与发展。李保民，华东师范大学教育学院教授。她的研究兴趣包括智能教育、教师教育和专业发展、课堂教学研究、混合式学习和在线教育。王启云，新加坡南洋理工大学国立教育研究院副教授。他的研究兴趣包括混合同步学习、在线学习、技术支持的学习环境和基于教育设计的研究。
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Pub Date : 2023-10-09DOI: 10.1080/15391523.2023.2264965
Daniela DiGiacomo, Carly Muetterties, Caitlin Taylor
AbstractLiving and learning in the United States in 2023 is different than it was decades ago. The proliferation of mis/disinformation vis-a-vis digital means is causing “truth decay,” with an increase in disagreement amongst citizens about what is opinion and fact. Such disagreements constrain opportunities for healthy democratic dialogue. To repair and rebuild dialogue, citizens need information literacy. This article draws upon qualitative data from four social studies eleventh grade classrooms, including teacher and student interviews and focus groups, to better understand the contemporary landscape of teaching and learning information literacy in today’s digital age. Analysis of findings speak to five interrelated insights from practice within the information literacy teaching and learning landscape of one high school context in the southeast of the United States.Keywords: Information literacyK-12 social studiesinstructional practicecivic educationresearch-practice partnerships Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsDaniela DiGiacomoDaniela Kruel DiGiacomo, PhD, is an Assistant Professor at the University of Kentucky in the School of Information Science. With a background in teaching and social work, DiGiacomo’s program of research currently focuses on how to design formal and informal learning settings in ways that support and extend young people’s lived experiences, interests, and expertise.Carly MuettertiesCarly Muetterties, PhD, is the co-founder of CommonGoodEd.com. A former high school social studies teacher and Managing Editor for C3Teachers, Carly collaborates with teachers, schools/districts, and educational organizations in designing inquiry learning experiences to create a culture of inquiry in their classrooms.Caitlin TaylorCaitlin Taylor, MSLS, is a recent graduate of the Library Science program from University of Kentucky’s School of Information Science. Her research interests center on information literacy instruction, particularly at the higher education level.
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Pub Date : 2023-10-09DOI: 10.1080/15391523.2023.2264962
Wayne Journell
AbstractMuch has been written about the potential civic ramifications of online misinformation, and scholars have identified many useful strategies for helping students discern fact from fiction on social media. However, those strategies make an assumption, which is that consumers of digital media have a desire to identify and share accurate information. In this article, I argue that media literacy efforts should also require students to be retrospective and grapple with their own motivations and biases that may make them more susceptible to believing inaccurate or misleading information. Drawing on theories from political psychology, namely motivated reasoning and confirmation bias, as well as psychosocial research that explains the role of affect on individuals’ decision-making, I identify implications for K-12 media literacy education.Keywords: Media literacysocial mediamotivated reasoningconfirmation biasaffectpsychosocial Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 For the K-12 schools, SHEG studied students from 16 districts in 14 states. They prioritized districts with racial and ethnic diversity, and the districts varied in terms of enrollment, percentage of students receiving specialized education services, and proportion of schools receiving Title 1 funds (Breakstone et al., Citation2021).2 Another problem with educating students on social media norms is that they are always changing. For example, the blue check mark no longer has the same authority it once did. After taking control of X, Musk allowed anyone to purchase a blue check mark for a monthly fee, and recent reports indicate that the Meta products (Facebook and Instagram) are going to follow suit (Espada, Citation2023).3 Elon Musk has since changed the name of the app from Twitter to X. However, given that this fake post occurred when the name was still Twitter, I am using that name and referring to the post as a tweet.4 The experiment was part of the Youth Participatory Politics Survey, which is a nationally representative survey of Americans aged 15 to 27.5 I used the search feature of the websites for British Journal of Educational Technology, Computers and Education, Educational Technology and Society, Journal of Computer Assisted Learning, Journal of Media Literacy, Journal of Research on Technology in Education, and TechTrends.6 As an example, I document one of my own bouts with directional motivation/confirmation bias elsewhere (Journell, Citation2021).7 Determining what is considered an “active user” of social media is somewhat subjective; however, the Pew Research Center (Citation2021) has found that 70% of Facebook users and 60% of Instagram and Snapchat users check their accounts daily. Yet, the number of people who produce content is lower; for example, Pew also found that 25% of the most active X users produced 97% of all posts (McClain, 2021).8 Social media outlets use different terminologies, and some, namely Faceboo
{"title":"Psychosocial processes and human desire: an inconvenient truth about online misinformation","authors":"Wayne Journell","doi":"10.1080/15391523.2023.2264962","DOIUrl":"https://doi.org/10.1080/15391523.2023.2264962","url":null,"abstract":"AbstractMuch has been written about the potential civic ramifications of online misinformation, and scholars have identified many useful strategies for helping students discern fact from fiction on social media. However, those strategies make an assumption, which is that consumers of digital media have a desire to identify and share accurate information. In this article, I argue that media literacy efforts should also require students to be retrospective and grapple with their own motivations and biases that may make them more susceptible to believing inaccurate or misleading information. Drawing on theories from political psychology, namely motivated reasoning and confirmation bias, as well as psychosocial research that explains the role of affect on individuals’ decision-making, I identify implications for K-12 media literacy education.Keywords: Media literacysocial mediamotivated reasoningconfirmation biasaffectpsychosocial Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 For the K-12 schools, SHEG studied students from 16 districts in 14 states. They prioritized districts with racial and ethnic diversity, and the districts varied in terms of enrollment, percentage of students receiving specialized education services, and proportion of schools receiving Title 1 funds (Breakstone et al., Citation2021).2 Another problem with educating students on social media norms is that they are always changing. For example, the blue check mark no longer has the same authority it once did. After taking control of X, Musk allowed anyone to purchase a blue check mark for a monthly fee, and recent reports indicate that the Meta products (Facebook and Instagram) are going to follow suit (Espada, Citation2023).3 Elon Musk has since changed the name of the app from Twitter to X. However, given that this fake post occurred when the name was still Twitter, I am using that name and referring to the post as a tweet.4 The experiment was part of the Youth Participatory Politics Survey, which is a nationally representative survey of Americans aged 15 to 27.5 I used the search feature of the websites for British Journal of Educational Technology, Computers and Education, Educational Technology and Society, Journal of Computer Assisted Learning, Journal of Media Literacy, Journal of Research on Technology in Education, and TechTrends.6 As an example, I document one of my own bouts with directional motivation/confirmation bias elsewhere (Journell, Citation2021).7 Determining what is considered an “active user” of social media is somewhat subjective; however, the Pew Research Center (Citation2021) has found that 70% of Facebook users and 60% of Instagram and Snapchat users check their accounts daily. Yet, the number of people who produce content is lower; for example, Pew also found that 25% of the most active X users produced 97% of all posts (McClain, 2021).8 Social media outlets use different terminologies, and some, namely Faceboo","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135141950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-06DOI: 10.1080/15391523.2023.2264980
Gillian E. Mertens
AbstractDuring crisis contexts, information is both critical for user’s decision making and simultaneously challenging to evaluate. When online information’s credibility is ambiguous, young learners are challenged to evaluate rapidly evolving online information. This study sought to explore how 8th-grade students evaluated an ambiguously credible Tweet involving an extraordinary image of Hurricane Dorian. Students rated their skepticism about the image, provided a warrant for their rating, and hypothesized a purpose behind the original poster’s tweet. Students demonstrated three approaches to evaluating the tweet: focusing on information content over source, assuming internet-specific authorial purposes, and applying in-school literacies. This study highlights that educators can use ambiguously credible texts to support students in evaluating online information by supporting student equivocation between contradictory content and source credibility.Keywords: Information literacyinformation credibilityambiguously credible informationsocial media Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsGillian E. MertensGillian Mertens is an Assistant Professor of Literacy Education at SUNY Cortland. Her research interests include digital and information literacies, Internet architecture, and the interplay between technology and identity.
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