A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Promoting sixth graders’ credibility Evaluation of Web pages : An intervention study (2020)

Hämäläinen, E. K., Kiili, C., Marttunen, M., Räikkönen, E., González-Ibáñez, R., & Leppänen, P. H. (2020). Promoting sixth graders’ credibility Evaluation of Web pages : An intervention study. Computers in Human Behavior, 110, Article 106372. https://doi.org/10.1016/j.chb.2020.106372

JYU-tekijät tai -toimittajat

Hämäläinen, Elina
Marttunen, Miika
Räikkönen, Eija
Leppänen, Paavo

Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Hämäläinen, Elina K.; Kiili, Carita; Marttunen, Miika; Räikkönen, Eija; González-Ibáñez, Roberto; Leppänen, Paavo H.T.

Lehti tai sarja: Computers in Human Behavior

ISSN: 0747-5632

eISSN: 1873-7692

Julkaisuvuosi: 2020

Volyymi: 110

Artikkelinumero: 106372

Kustantaja: Elsevier

Julkaisumaa: Yhdysvallat (USA)

Julkaisun kieli: englanti

DOI: https://doi.org/10.1016/j.chb.2020.106372

Julkaisun avoin saatavuus: Ei avoin

Julkaisukanavan avoin saatavuus: 

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/69645

Tiivistelmä

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 group (190 students) and a control group (152 students). The intervention program (21 × 45 min lessons) was implemented during a six-week course as a part of normal schoolwork. The program included explicit teaching of online inquiry skills: searching for information (3 lessons), evaluating credibility (3 lessons), and synthesizing information (3 lessons). In addition, the skills taught were applied in two online inquiry projects comprising 12 lessons in total. The control group received business-as-usual teaching. Students’ performance in the credibility evaluation task was measured before and after the program by pre and post-tests. In both tests, students evaluated three Web pages dealing with two topics (Computer Gaming and Reading on Screen) varying in their perspectives and argumentation. Students rated the credibility of each Web page and justified their ratings. Topic order was counterbalanced in both conditions. The background variables (Pre-test scores, Reading comprehension, Reading fluency, Gender, Topic order, and Test order in the pre-test) were controlled for in the multilevel negative binomial regression analysis. The results showed that the intervention program helped students better justify their credibility ratings by reference to source features but not to the argumentation or other aspects of the content compared to controls. Instructional implications of the findings are discussed.

YSO-asiasanat: tiedonhaku; verkkoaineisto; Internet; arviointi; luotettavuus; informaatiolukutaito; medialukutaito; interventiotutkimus; nuoret

Vapaat asiasanat: evaluation; Internet; intervention; adolescents; online reading

Liittyvät organisaatiot

Hankkeet, joissa julkaisu on tehty

OKM-raportointi: Kyllä

Raportointivuosi: 2020

JUFO-taso: 2