Students' abilities to evaluate the credibility of online texts : The role of internet‐specific epistemic justifications
Hämäläinen, E. K., Kiili, C., Räikkönen, E., & Marttunen, M. (2021). Students' abilities to evaluate the credibility of online texts : The role of internet‐specific epistemic justifications. Journal of Computer Assisted Learning, 37(5), 1409-1422. https://doi.org/10.1111/jcal.12580
Published inJournal of Computer Assisted Learning
© 2021 The Authors. Journal of Computer Assisted Learning published by John Wiley & Sons Ltd.
Previous evaluation studies have rarely used authentic online texts and investigated upper secondary school students' use of evaluation criteria and deep reasoning. The associations between internet-specific epistemic justifications for knowing and credibility evaluation of online texts are not yet fully understood among adolescents. This study investigated upper secondary school students' (N = 372) abilities to evaluate self-selected authentic online texts and the role of internet-specific epistemic justifications in students' evaluation performance when solving a health-related information problem. Students selected three texts with Google Custom Search Engine and evaluated their credibility. Students' evaluation performance across the three texts was determined according to the different aspects evaluated (author, venue, intentions, evidence and corroboration) and the depth of their evaluations. Students also filled in the Internet-Specific Epistemic Justifications (ISEJ) inventory previously validated with pre-service teachers. The results revealed considerable differences in students' abilities to evaluate online texts. Students' beliefs in justification by authority and justification by multiple sources positively predicted their evaluation performance similarly in both topics. The findings suggest that the ISEJ inventory is also valid for upper secondary school students. Students should be explicitly taught to evaluate different credibility aspects and scaffolded to deeply engage with online information. ...
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Related funder(s)Academy of Finland
Funding program(s)Academy Project, AoF
Additional information about fundingThis research was funded by the Academy of Finland (Project Number: 285806).
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Kiili, Carita; Bråten, Ivar; Strømsø, Helge I.; Hagerman, Michelle Schira; Räikkönen, Eija; Jyrkiäinen, Anne (Springer, 2022)Research has shown that students differ in their abilities to evaluate the credibility of online texts, and, in general, many perform poorly on online evaluation tasks. This study extended current knowledge by examining ...
Hämäläinen, Elina K.; Kiili, Carita; Marttunen, Miika; Räikkönen, Eija; González-Ibáñez, Roberto; Leppänen, Paavo H.T. (Elsevier, 2020)This study investigated whether a teacher-led intervention program on online inquiry improved sixth graders' performance in a credibility evaluation task. Students (N = 342) were divided into two conditions, an intervention ...
Hämäläinen, Elina K.; Kiili, Carita; Räikkönen, Eija; Lakkala, Minna; Ilomäki, Liisa; Toom, Auli; Marttunen, Miika (Springer Science and Business Media LLC, 2023)Sourcing - identifying, evaluating, and using information about the sources of information - assists readers in determining what to trust when seeking information on the Internet. To survive in the post-truth era, students ...
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 ...
Kiili, Carita; Räikkönen, Eija; Bråten, Ivar; Strømsø, Helge I.; Hagerman, Michelle Schira (Wiley-Blackwell, 2023)Background Previous research indicates that students lack sufficient online credibility evaluation skills. However, the results are fragmented and difficult to compare as they are based on different types of measures and ...