Trust and mistrust when students read multiple information sources about climate change

Bråten, Ivar; Strømsø, Helge I.; Salmerón, Ladislao

doi:10.1016/j.learninstruc.2010.02.002

Cited by 181 publications

(141 citation statements)

References 23 publications

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“…That research has demonstrated that, more advanced students are -when they engage in evaluative behaviors over a set of provided documents -more likely to trust unbiased and less likely to trust biased sources (Anmarkrud, Bråten, & Strømsø, 2014). Furthermore, even while controlling for prior knowledge and text comprehensibility, students who believe in personal interpretation are less likely to trust documents, and those who believe claims should be evaluated are more likely to trust scientific documents than those relying on experience (Strømsø, Bråten, & Britt, 2011); indeed across students there is greater trust in textbooks than news sources, with a focus on content over date of publication in making judgements regarding trustworthiness (Bråten, Strømsø, & Salmerón, 2011). …”

Section: Trustworthiness Assessments In Multiple Document Processingmentioning

confidence: 99%

The relationship of (perceived) epistemic cognition to interaction with resources on the internet

Knight

Rienties²,

Littleton³

et al. 2017

Computers in Human Behavior

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Information seeking and processing are key literacy practices. However, they are activities that students, across a range of ages, struggle with. These information seeking processes can be viewed through the lens of epistemic cognition: beliefs regarding the source, justification, complexity, and certainty of knowledge. In the research reported in this article we build on established research in this area, which has typically used self-report psychometric and behavior data, and information seeking tasks involving closed-document sets. We take a novel approach in applying established self-report measures to a largescale, naturalistic, study environment, pointing to the potential of analysis of dialogue, web-navigationincluding sites visited -and other trace data, to support more traditional self-report mechanisms. Our analysis suggests that prior work demonstrating relationships between self-report indicators is not paralleled in investigation of the hypothesized relationships between self-report and trace-indicators. However, there are clear epistemic features of this trace data. The article thus demonstrates the potential of behavioral learning analytic data in understanding how epistemic cognition is brought to bear in rich information seeking and processing tasks.

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Section: Trustworthiness Assessments In Multiple Document Processingmentioning

confidence: 99%

The relationship of (perceived) epistemic cognition to interaction with resources on the internet

Knight

Rienties²,

Littleton³

et al. 2017

Computers in Human Behavior

View full text Add to dashboard Cite

show abstract

“…After reading, the students were more inclined to express agreement with the credible source and disagreement with the less credible source in a written communication task. However, it should be noted that readers' engagement in sourcing for the purpose of evaluation appears to depend on a variety of conductive conditions, such as receiving explicit instruction or prompts (Gerjets, Kammerer, & Werner, 2011;Stadtler & Bromme, 2007;Stadtler, Paul, Globoschütz, & Bromme, 2015), subscribing to the belief that knowledge should be evaluated through logic and rules (Strømsø, Bråten, & Britt, 2011), or possessing disciplinary expertise (Rouet, Favart, Britt, & Perfetti, 1997;Wineburg, 1991) or relevant prior knowledge (Bråten et al, 2011b).…”

Section: Importance Of Sourcing During Readingmentioning

confidence: 99%

Sourcing in the reading process: introduction to the special issue

Scharrer

Salmerón

2016

Read Writ

Self Cite

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“…Bråten, Strømsø, and Salmerón (2011) suggested that, compared with students with high knowledge, students with low knowledge are likely to rely on superficial features, such as publisher and type of text. Similar findings regarding the relationship between knowledge and sourcing were reported in other studies (Brem, Russell, & Weems, 2001;Stadtler & Bromme, 2007).…”

Section: Introductionmentioning

confidence: 99%

Effects of Source Information on Learning and Integration of Information on Genetically Modified Foods

Iseki

Kusumi

2015

PSYCHOLOGIA -An International Journal of Psychological Sciences

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This study investigated whether source information attached to texts influences multiple-text comprehension about genetically modified (GM) foods-a controversial science topic. Participants in the experiment read two texts from two sources: an expert and/or a layperson. When the two texts presented different attitudes toward GM foods (Experiment 1), expert information facilitated intra-text comprehension. Moreover, expert information was better integrated with other information; when expert information was presented first, later information was less integrated with participants' understanding, and when expert information was presented last, it was more integrated. When the two texts presented common attitudes (Experiment 2), a similar pattern of effects was observed, but the effects were weaker than those in Experiment 1. Thus, expert source information has the potential to affect the comprehension of scientific information, and careful planning is required for effective risk communication.

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Trust and mistrust when students read multiple information sources about climate change

Cited by 181 publications

References 23 publications

The relationship of (perceived) epistemic cognition to interaction with resources on the internet

The relationship of (perceived) epistemic cognition to interaction with resources on the internet

Sourcing in the reading process: introduction to the special issue

Effects of Source Information on Learning and Integration of Information on Genetically Modified Foods

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