Technological and Societal Innovations to Cultivate Critical Reading in the Internet Era (CRITICAL)
The research was funded by Strategic Research Council at the Research Council of Finland.
Main funder
Funder's project number: 335727
Funds granted by main funder (€)
- 1 014 249,00
Funding program
Project timetable
Project start date: 01/10/2020
Project end date: 30/09/2023
Summary
One of the main challenges of our times is the wide and rapid spread of misinformation and disinformation on the Internet. The exposure to false information, in conjunction with poor Critical Reading (CR) skills, may endanger citizens’ possibilities to form evidence-informed decisions on important issues in their lives. Previous research suggests that our education system has not been able to prepare all adolescents with sufficient critical reading skills, to analyze, evaluate, and interpret conflicting information they encounter. Even though politicians have recognized the importance of CR skills, there is a need for effective, research-based practices to address this challenge. As critical reading in the Internet era is complex, we believe that not a single actor can solve the challenge of educating critical readers alone. Instead, there is a need for a coordinated effort between families, schools, libraries, the third sector, and researchers to support the development of critical readers. Our multidisciplinary CRITICAL consortium combining fields of education, psychology, computer science, and geography will take a lead to coordinate this effort. The CRITICAL project will develop research-based educational practices and intelligent digital learning materials for CR education, and provide new knowledge and recommendations for policymakers and practitioners to support adolescents’ critical reading
Principal Investigator
Other persons related to this project (JYU)
Contact person (yes/no): Yes | |
Contact person (yes/no): Yes |
Primary responsible unit
Follow-up groups
Related publications and other outputs
- Developmental leisure reading profiles and their association with reading skills across Grades 1–9 (2024) Ulvinen, Emmi; et al.; A1; OA
- Simple View of Reading Across the Transition from Kindergarten to Grade 1 in a Transparent Orthography (2024) Silinskas, Gintautas; et al.; A1; OA
- The role of the home in children’s critical reading skills development (2024) Paakkari, Leena; et al.; A1; OA
- Adolescent reading and math skills and self-concept beliefs as predictors of age 20 emotional well-being (2023) Torppa, Minna; et al.; A1; OA
- Development of silent reading fluency and reading comprehension across grades 1 to 9 : unidirectional or bidirectional effects between the two skills? (2023) Psyridou, Maria; et al.; A1; OA
- Onko terveyteen liittyvä tieto yhdenvertaisesti nuorten saatavilla? : WHO-koululaistutkimuksen yhdeksäsluokkalaisten terveyden lukutaidon tuloksia vuosilta 2014, 2018 ja 2022 (2023) Paakkari, Leena; et al.; A1; OA
- PISA reading achievement, literacy motivation, and school burnout predicting Adolescents' educational track and educational attainment (2023) Vasalampi, Kati; et al.; A1; OA
- Reading Development from Kindergarten to Age 18 : The Role of Gender and Parental Education (2023) Manu, Mari; et al.; A1; OA
- Kriittinen nettilukutaito on moniulotteista (2022) Kanniainen, Laura; et al.; D1
- “Missed” Information : A Moral Failing that Erodes Efforts to Tackle the COVID-19 Pandemic (2022) Paakkari, Leena; et al.; B1; OA