Investigating elementary school students’ text-based argumentation with multiple online information resources
Kiili, C., Bråten, I., Kullberg, N., & Leppänen, P. H. (2020). Investigating elementary school students’ text-based argumentation with multiple online information resources. Computers and Education, 147, Article 103785. https://doi.org/10.1016/j.compedu.2019.103785
Published inComputers and Education
Embargoed until: 2023-05-01Request copy from author
© 2019 Elsevier Ltd.
In this study, we explored how elementary school students used multiple information resources in responding to a text-based argumentation task asking them to research a set of online texts in order to state and justify their stance on a controversial health-related issue. Results showed that most students took a stance that was consistent with the majority of the information resources that they read, that they mainly drew on more reliable resources in their written task products, and that they justified their stance by providing one or more supporting reasons. Students relied much more on copying and paraphrasing content from the online resources than on integrating information within and across the resources, however, and they very rarely referred to the sources in their written products. In general, girls were found to outperform boys on measures of content, argumentation, and integration in the written task products, and these aspects of the written products were also positively related to students’ basic reading and reasoning skills. The discussion highlights the challenges many elementary school students experience in this complex literacy task context, suggests some avenues for future research, and discusses instructional implications of the study. ...
Publication in research information system
MetadataShow full item record
Related funder(s)Academy of Finland
Funding program(s)Academy Programme, AoF
Additional information about fundingThis research was part of the project (No. 274022), Internet and learning difficulties: Multidis-ciplinary approach for understanding information seeking in new media (eSeek), funded by the Academy of Finland. We want to thank the developers of Web-based assessment used in this study (Leu, Kulikowich, Sedransk, & Coiro, 2009–2014 funded by the Institute for Education Sciences, U. S. Department of Education Award ##R305A090608). ...
Showing items with similar title or keywords.
Marttunen, Miika; Salminen, Timo; Utriainen, Jukka (Routledge, 2021)This study investigated upper secondary school students’ skills in evaluating the credibility and argumentative content of a blog text and a YouTube video. Both sources concerned child vaccination, the blog text opposing ...
Taalas, Peppi; Tarnanen, Mirja; Kauppinen, Merja; Pöyhönen, Sari (Universitetsforlaget, 2008)This article is based on an extensive research project (Towards Future Literacy Pedagogies, ToLP1 ) that deals with the literacy practices of Finnish and immigrant pupils, mother tongue (MT) and foreign language (FL) ...
Kiili, Carita; Leu, Donald J. (Elsevier Ltd., 2019)This descriptive study sought to understand the complexities of integrative processing during collaborative online reading. Student pairs constructed a collaborative understanding while reading online information about a ...
Kanniainen, Laura; Kiili, Carita; Tolvanen, Asko; Aro, Mikko; Leppänen, Paavo H.T. (Springer, 2019)The present study evaluated the extent to which literacy skills (reading fluency, written spelling, and reading comprehension), together with nonverbal reasoning, prior knowledge, and gender, are related to students’ online ...
Hirvonen, Riikka; Torppa, Minna; Nurmi, Jari-Erik; Eklund, Kenneth; Ahonen, Timo (Pergamon, 2016)This study examined the role of temperament, prereading skills, and age at school entry in the development of Finnish children's task avoidance. Teachers rated the task-avoidant behavior of 198 participants in kindergarten ...