Teaching Fourth and Fifth Graders to Evaluate Information Sources During Text Comprehension

The role of perspective on students' use of multiple documents to solve an openended task

“…neutral condition) made students be less selective as regards which information to attend while reading and which information to include in the final task. These results replicate the findings found for perspective instructions in single-text situations (Kaakinen & Hyönä, 2005 and they also demonstrate how having a specific guidance to read a set of texts may also help students better attend to source cues (Macedo- Rouet et al, 2013).…”

“…When reading multiple documents there is a clear need to be selective and focus on information which may be reliable and related to the task. Recent research has demonstrated that students' may have difficulties interpreting source information (Goldman & Scardamalia, 2013) and that specific task conditions, such as the type of instructions provided for reading, may influence how students discriminate the trustworthiness and relevance of the information (Macedo- Rouet, Braasch, Britt, & Rouet, 2013).…”

Reading information about a scientific phenomenon on webpages varying for reliability: an eye-movement analysis

“…Not surprisingly, elementary school students may believe that everything on the Web is true (Schacter et al 1998), may not perceive conflicts of information across sites (Mason & Boldrin 2008), and may not appeal to source characteristics when indicating the most knowledgeable source (Macedo- Rouet et al 2013). Middle school students too may take into account only the content and form of an Internet page (Barzilai & Zohar 2012), or naïve criteria, such as its easy comprehensibility (Mason et al 2010a), in their judgments.…”

Comprehension of Multiple Documents With Conflicting Information: A Two-Step Model of Validation

“…A third approach to foster multiple document comprehension is training readers to become more aware of source information and to evaluate the quality and validity of the sources (e.g., Braasch, Bra ten, Strømsø, Anmarkrud, & Ferguson, 2013;Brem, Russell, & Weems, 2001;Britt & Aglinskas, 2002;Macedo-Rouet, Braasch, Britt, & Rouet, 2013, Stadtler & Bromme, 2007Wiley et al, 2009). Such trainings aim at educating readers on how to discriminate reliable from unreliable documents based on source attributes, such as publication type or date of publication.…”