Assessing Online Viewing Practices among College Students

Threadgill, Elizabeth; Price, Larry R.

doi:10.23860/jmle-2019-11-2-3

Cited by 4 publications

(2 citation statements)

References 24 publications

(26 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Digital literacy/media literacy, information literacy, and computer literacy Koltay, 2011;Bulger et al, 2014;Murray and Pérez, 2014;Sparks et al, 2016 Information literacy American Library Association, 2000; Kingsley et al, 2011;Taylor and Dalal, 2014;Sanders et al, 2015;Maurer et al, 2017;Podgornik et al, 2017;McMullin, 2018;Walton et al, 2020 ICT information and communication technology literacy Zylka et al, 2015 Media literacy Damico and Panos, 2018;Powers, 2019;Threadgill and Price, 2019 Further Relevant Assessment Frameworks (selection)…”

Section: Literaciesmentioning

confidence: 99%

Assessing University Students' Critical Online Reasoning Ability: A Conceptual and Assessment Framework With Preliminary Evidence

Molerov

Zlatkin‐Troitschanskaia

Nagel

et al. 2020

Front. Educ.

View full text Add to dashboard Cite

Critical evaluation skills when using online information are considered important in many research and education frameworks; critical thinking and information literacy are cited as key twenty-first century skills for students. Higher education may play a special role in promoting students' skills in critically evaluating (online) sources. Today, higher education students are more likely to use the Internet instead of offline sources such as textbooks when studying for exams. However, far from being a value-neutral, curated learning environment, the Internet poses various challenges, including a large amount of incomplete, contradictory, erroneous, and biased information. With low barriers to online publication, the responsibility to access, select, process, and use suitable relevant and trustworthy information rests with the (self-directed) learner. Despite the central importance of critically evaluating online information, its assessment in higher education is still an emerging field. In this paper, we present a newly developed theoretical-conceptual framework for Critical Online Reasoning (COR), situated in relation to prior approaches (“information problem-solving,” “multiple-source comprehension,” “web credibility,” “informal argumentation,” “critical thinking”), along with an evidence-centered assessment framework and its preliminary validation. In 2016, the Stanford History Education Group developed and validated the assessment of Civic Online Reasoning for the United States. At the college level, this assessment holistically measures students' web searches and evaluation of online information using open Internet searches and real websites. Our initial adaptation and validation indicated a need to further develop the construct and assessment framework for evaluating higher education students in Germany across disciplines over their course of studies. Based on our literature review and prior analyses, we classified COR abilities into three uniquely combined facets: (i) online information acquisition, (ii) critical information evaluation, and (iii) reasoning based on evidence, argumentation, and synthesis. We modeled COR ability from a behavior, content, process, and development perspective, specifying scoring rubrics in an evidence-centered design. Preliminary validation results from expert interviews and content analysis indicated that the assessment covers typical online media and challenges for higher education students in Germany and contains cues to tap modeled COR abilities. We close with a discussion of ongoing research and potentials for future development.

show abstract

Section: Literaciesmentioning

confidence: 99%

Assessing University Students' Critical Online Reasoning Ability: A Conceptual and Assessment Framework With Preliminary Evidence

Molerov

Zlatkin‐Troitschanskaia

Nagel

et al. 2020

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…The problems of using media technologies and electronic means in education and training; adaptation training of foreign students; conducting academic activities to study a foreign language, the formation of linguistic and socio-cultural competence have been considered by many researchers, including: N. Nguyen (teaching using films (Nguyen, 2023); I. Rivero-Vilá (the use of documentaries in intercultural, social and linguistic interactions (Rivero-Vilá, 2021); J. Conejo Muñoz, D. Veloza-Franco, J. de Icaza Lizaola (decryption of information in media technology components (Conejo Muñoz et al, 2023); E. Threadgill, L. Price (practice of online screenings (Threadgill, Price, 2019)); S. French, J. Campbell, A. Romero Walker (media literacy development (French, Campbell, 2019;Romero Walker, 2022); J. Tibaldo (issues of media literacy and linguistic training (Tibaldo, 2022); F. Shu, F. Shujaat, M. Pickett, R. Ayman, T. Bittencourt (adaptation of foreign students (Shu et al, 2020;Bittencourt et al, 2021); E. Debreli, I. Ishanova (strategies for conducting activities in foreign language classes (Debreli, Ishanova, 2019); S. Gümüş, E. Gök, M. Esen, S. Tokas, A. Sharma, R. Mishra, R. Yadav, M. Roshid, P. Mahbub Ibna Seraj (issue of mobility of foreign students (Gümüş et al, 2020;Tokas et al, 2022;Roshid, Mahbub Ibna Seraj, 2023); N. Moussa (adaptation of foreign students to the social and cultural peculiarities of the US (Moussa, 2021); N. Roslim, A. Azizul, V. Nimehchisalem, M. Abdullah (use of films in learning a foreign language (Roslim et al, 2021)); R.-Z. Peng, W.-P. Wu (intercultural adaptation of foreign students (Peng, Wu, 2019); H. Ha (considerations of learning the foreign language vocabulary (Ha, 2022).…”

Section: Discussionmentioning

confidence: 99%

Linguistic and Social Features of the Video Component of Media Technologies in the System of Psychological Adaptation of Foreign Students in Higher Education Institutions in the US

2023

International Journal of Media and Information Literacy

View full text Add to dashboard Cite

The system of psychological adaptation of foreign students presents a number of technologies and approaches that are applied in practice. Among the existing components of media technologies, an important role is assigned to the video component that includes, but is not limited to, the linguistic and social features. Since foreign students require modern and multimedia approaches in the process of psychological adaptation and the formation of the necessary competencies that contribute to improving the effectiveness of interpersonal social interaction in the host country, the video component of media technologies can contribute to solving certain linguistic and social problems. The research was aimed at a comprehensive study of the theory and practice of using a video component, which required the use of methods such as analysis (to separate a video component from media technologies and media technologies from a psychological adaptation system), synthesis (to present a video component as an integral part of media technologies), analogy (to contribute to the formation of the concept of "linguistic and cultural patterns"), abstraction (to focus on an individual component of media technologies), deduction (to understand the process from the psychological adaptation of foreign students in general to the linguistic and social features of the video component in particular), and induction (to contribute to an understanding of the process of creating a system from various elements). The Article emphasises that video content can include academic videos aimed at providing access to recordings of lectures and informational materials. It is highlighted that the video content has linguistic and cultural features. The Article stresses the effectiveness of screening subtitled films in a foreign language to students for whom this foreign language is their native, because they will understand which communication situations can use a specific speech pattern.

show abstract