Teaching sourcing during online inquiry – adolescents with the weakest skills benefited the most
Hämäläinen, E. K., Kiili, C., Räikkönen, E., Lakkala, M., Ilomäki, L., Toom, A., & Marttunen, M. (2022). Teaching sourcing during online inquiry – adolescents with the weakest skills benefited the most. Instructional Science, Early online. https://doi.org/10.1007/s11251-022-09597-2
Published inInstructional Science
© The Author(s) 2022
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 should be equipped with sufficient sourcing skills. This study investigated the efficacy of a teacher-led intervention aimed at fostering upper secondary school students’ (N = 365) sourcing during online inquiry. The intervention (4 × 75 min) was structured in accordance with the phases of online inquiry: locating, evaluating, synthesizing, and communicating information. During the intervention, teachers demonstrated why and how to source, and students practiced sourcing by investigating a controversial topic on the Internet. Students worked in small groups and their work was supported with analysis and reflection prompts. Students’ sourcing skills were measured with a web-based online inquiry task before and after the intervention. Compared to controls, the intervention fostered students’ abilities in three of the four skills measured (sourcing in search queries, credibility judgments, and written product). Depending on the sourcing skill, 4–25% of students showed improved performance. The students with low sourcing skills to begin with, benefited the most from the intervention. The study demonstrated that students’ sourcing skills can be supported throughout online inquiry. ...
PublisherSpringer Science and Business Media LLC
Publication in research information system
MetadataShow full item record
Additional information about fundingThis research was funded by the Academy of Finland (Project Number: 285806).
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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 ...
Kiili, Carita; Lakkala, Minna; Ilomäki, Liisa; Toom, Auli; Coiro, Julie; Hämäläinen, Elina; Sormunen, Eero (John Wiley & Sons, 2022)Students face several challenges when asked to locate relevant and credible information from the internet. This article introduces three principles for designing online inquiry lessons and documents what we learned from ...
Students' abilities to evaluate the credibility of online texts : The role of internet‐specific epistemic justifications Hämäläinen, Elina K.; Kiili, Carita; Räikkönen, Eija; Marttunen, Miika (Wiley, 2021)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 ...
Kiili, Carita; Forzani, Elena; Wennås Brante, Eva; Räikkönen, Eija; Marttunen, Miika (Elsevier, 2021)This study examined students’ engagement in sourcing throughout online inquiry, that is, when they specified the information need, formulated search queries, evaluated online texts, and composed a written product. Participants ...
Kiili, Carita (University of Jyväskylä, 2012)