Credibility and authority of information in learning environments

Sundin, Olof; Julien, Heidi; Limberg, Louise; Rieh, Soo Young

doi:10.1002/meet.2008.1450450120

Cited by 47 publications

(96 citation statements)

References 9 publications

(6 reference statements)

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“…Meola, 2004). Both these techniques can be traced in students' information literacy practices Sundin and Francke, 2009).…”

Section: Credibility Assessments In School Environmentsmentioning

confidence: 99%

“…Closely related to the artefact's architecture is its genre, incorporating various regularities in rhetorical action (Miller, 1994, p. 31). Genre is another tool used by students in credibility assessments Hilligoss and Rieh, 2008;Sundin and Francke, 2009).…”

Section: Credibility Assessments In School Environmentsmentioning

confidence: 99%

“…This is in line with results from previous studies that have shown that many students construct a strong dichotomy between facts and opinions (cf. Limberg et al, 2008;Sundin and Francke, 2009;Todd, 2006).…”

Section: Applicabilitymentioning

confidence: 99%

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Debating credibility: the shaping of information literacies in upper secondary school

Francke

Sundin

Limberg

2011

Journal of Documentation

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Purpose The article concerns information literacies in an environment characterised by the two partly competing and contradictory cultures of print and digital. The aim is to provide a better understanding of the ways in which students assess the credibility of sources they use in school, with a particular interest in how they treat participatory genres. Design/methodology/approach An ethnographic study of a school class's project work was conducted through observations, interviews, and log books in blog form. The analysis was influenced by a socio-cultural perspective. Findings The study provides increased empirically based understanding of students' information literacy practices. Four non-exclusive approaches to credibility stemming from control, balance, commitment, and multiplicity were identified. Originality/value The study adds to the understanding of how credibility is assessed in school environments with a particular focus on how digital and participatory genres are treated.

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“…Meola, 2004). Both these techniques can be traced in students' information literacy practices Sundin and Francke, 2009).…”

Section: Credibility Assessments In School Environmentsmentioning

confidence: 99%

Section: Credibility Assessments In School Environmentsmentioning

confidence: 99%

See 1 more Smart Citation

Debating credibility: the shaping of information literacies in upper secondary school

Francke

Sundin

Limberg

2011

Journal of Documentation

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“…Ici, l'important n'est pas d'évaluer tous les critères possibles, mais bien de se centrer sur ce qui permet d'atteindre le but fixé. De nombreuses études montrent d'ailleurs que les apprenants se limitent souvent à quelques critères ou méthodes pour évaluer la crédibilité de l'information trouvée sur le Web, comme l'autorité d'une source, la présence de références ou la comparaison avec d'autres sources (Julien & Barker 2009 ;Sundin & Francke 2009). La troisième compétence est de type « socio-informationnelle » (2.3), où la validation de l'information se veut sociale.…”

Section: Le Traitement De L'informationunclassified

Les compétences informationnelles des étudiants à l’heure du Web 2.0 : proposition d’un modèle pour baliser les formations

Karsenti¹,

Dumouchel

Komis

2014

documentation

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Dans notre société dite du savoir, il est plus important que jamais de former les étudiants aux compétences informationnelles. Par contre, plusieurs universités se limitent trop souvent aux modèles plus classiques de ces compétences, comme celui de l’Association of College & Research Libraries (ACRL 2000), qui ne prennent que trop peu en compte les outils et les possibilités du Web 2.0, avec lesquels sont pourtant si familiers les étudiants. Ce texte présente puis critique les modèles plus traditionnels afin de proposer par la suite un nouveau modèle des compétences informationnelles bonifié et à jour. Nous nous efforcerons de montrer en quoi notre modèle allie à la fois les forces des modèles plus classiques issus de la bibliothéconomie et des sciences de l’information, mais également les avantages et les défis du Web 2.0.It has become increasingly important, in our information society, to ensure that students have acquired the appropriate information competencies. However, several universities have too often limited these skills to the more classic models of these competencies. Such is the case of the Association of College & Research Libraries (ACRL 2000), that does not fully exploit the tools and resources of Web 2.0 with which students are already familiar. This article presents and critically analyses the traditional models with a view to propose a new and improved model of enhanced information competencies. The authors demonstrated how their model combines the strengths of the traditional models developed by library and information sciences with the advantages and challenges of Web 2.0.En nuestra llamada «sociedad del conocimiento”, resulta más importante que nunca capacitar a los estudiantes en competencias informacionales. No obstante, y con demasiada frecuencia, muchas universidades se limitan a utilizar los modelos más clásicos de estas competencias informacionales, como el de la Asociación de Bibliotecas Universitarias y de Investigación (Association of College & Research Libraries - ACRL 2000), dejando de lado las herramientas y las posibilidades que ofrece la Web 2.0 y con las cuales los estudiantes se encuentran sumamente familiarizados. Este texto presenta y critica los modelos más tradicionales, para luego proponer un nuevo modelo bonificado y actualizado de competencias informacionales. Nos esforzamos por demostrar de qué manera nuestro modelo combina la fuerza de los modelos más clásicos, provenientes de la Biblioteconomía y de las Ciencias de la Información, con las ventajas y los desafíos que propone la Web 2.0

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“…However, studies also indicate that assessing the credibility and authority of information sources in Web environments can cause serious problems for students (Limberg, Alexandersson, & Lantz Andersson, 2008;Sundin, Julien, Limberg, & Rieh, 2008). Evidence exists that in the worst cases such environments can even damage learning (Ainsworth, 2008).…”

Section: Introductionmentioning

confidence: 99%

Understanding Education Involving Geovisual Analytics

Stenliden

2013

JITE:Research

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Executive SummaryHandling the vast amounts of data and information available in contemporary society is a challenge. Geovisual Analytics provides technology designed to increase the effectiveness of information interpretation and analytical task solving. To date, little attention has been paid to the role such tools can play in education and to the extent to which they can process actionable data for students. The aim of this paper is to examine students' learning activities involving a Geovisual Analytics tool in order to understand education in such settings. The paper builds on a study conducted in three public primary schools in grades 4 through 6. The implemented technology was used in four different social science classes, each for a period of two to four weeks. Empirical data were collected via video observations and speak-aloud interviews conducted using software that allows recordings by computer webcams and captures the actions on the computer screen. The interactions were analyzed, applying constructs and metaphors developed by Latour. The results indicate that, together, the data-rich setting and the students create intelligibility, where knowledge emerges from heterogeneously constructed networks. These show that learning is complex in character, continuously ongoing in an intertwined, multimodal, multiple, and contentfocused mode.

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Credibility and authority of information in learning environments

Cited by 47 publications

References 9 publications

Debating credibility: the shaping of information literacies in upper secondary school

Debating credibility: the shaping of information literacies in upper secondary school

Les compétences informationnelles des étudiants à l’heure du Web 2.0 : proposition d’un modèle pour baliser les formations

Understanding Education Involving Geovisual Analytics

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