A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Students' abilities to evaluate the credibility of online texts : The role of internet‐specific epistemic justifications (2021)

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

JYU-tekijät tai -toimittajat

Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Hämäläinen, Elina K.; Kiili, Carita; Räikkönen, Eija; Marttunen, Miika

Lehti tai sarja: Journal of Computer Assisted Learning

ISSN: 0266-4909

eISSN: 1365-2729

Julkaisuvuosi: 2021

Ilmestymispäivä: 06.07.2021

Volyymi: 37

Lehden numero: 5

Artikkelin sivunumerot: 1409-1422

Kustantaja: Wiley

Julkaisumaa: Britannia

Julkaisun kieli: englanti

DOI: https://doi.org/10.1111/jcal.12580

Julkaisun avoin saatavuus: Avoimesti saatavilla

Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/77117

Tiivistelmä

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.

YSO-asiasanat: verkkoaineisto; Internet; arviointi; informaatiolukutaito; medialukutaito; lähdekritiikki; uskottavuus; perustelut; nuoret

Vapaat asiasanat: adolescents; credibility evaluation; internet-specific epistemic justifications; justifications forknowing; online inquiry; sourcing

Liittyvät organisaatiot

Hankkeet, joissa julkaisu on tehty

OKM-raportointi: Kyllä

Raportointivuosi: 2021

Alustava JUFO-taso: 2