Debating credibility: the shaping of information literacies in upper secondary school

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Debating Credibility: The Shaping of Information Literacies in Upper Secondary School
Authors: Helena Francke, Olof Sundin, Louise Limberg [edit item]
Citation: Journal of Documentation 67 (4): 675-694. 2011.
Publication type: Journal article
Peer-reviewed: Yes
Database(s):
DOI: Define doi.
Google Scholar cites: Citations
Link(s): Paper link
Added by Wikilit team: Yes
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Debating Credibility: The Shaping of Information Literacies in Upper Secondary School is a publication by Helena Francke, Olof Sundin, Louise Limberg.


[edit] Abstract

Purpose - The article concerns information literacies in an environment characterised by the two partly competing and contradictory cultures of print and digital. The aim is to provide a better understanding of the ways in which students assess the credibility of sources they use in school, with a particular interest in how they treat participatory genres. Design/methodology/approach - An ethnographic study of a school class’s project work was conducted through observations, interviews, and log books in blog form. The analysis was influenced by a socio-cultural perspective. Findings - The study provides increased empirically based understanding of students’ information literacy practices. Four non-exclusive approaches to credibility stemming from control, balance, commitment, and multiplicity were identified. Originality/value - The study adds to the understanding of how credibility is assessed in school environments with a particular focus on how digital and participatory genres are treated.

[edit] Research questions

"The aim is to provide a better understanding of the ways in which students assess the credibility of sources they use in school, with a particular interest in how they treat participatory genres."

Research details

Topics: Reader perceptions of credibility, Student information literacy [edit item]
Domains: Education, Library science [edit item]
Theory type: Explanation [edit item]
Wikipedia coverage: Case [edit item]
Theories: "The views expressed by the students are frequently in line with early hypertext theory, where print media was often portrayed as more fixed and digital media as more fluid or dynamic (e.g. Bolter, 2001: 8 f.; Landow, 1997). ... The themes emerged mainly through a close reading of the transcripts, but also reflect a concern present in socio-cultural theory for the materiality of the physical and intellectual tools with and through which people interact with the world." [edit item]
Research design: Ethnography [edit item]
Data source: Direct observation, Documents, Interview responses [edit item]
Collected data time dimension: Cross-sectional [edit item]
Unit of analysis: Article [edit item]
Wikipedia data extraction: Live Wikipedia [edit item]
Wikipedia page type: Article [edit item]
Wikipedia language: Swedish, German, English [edit item]

[edit] Conclusion

"The study provides increased empirically based understanding of students’ information literacy practices. Four non-exclusive approaches to credibility stemming from control, balance, commitment, and multiplicity were identified."

[edit] Comments


Further notes[edit]

Library and information science

Facts about "Debating credibility: the shaping of information literacies in upper secondary school"RDF feed
AbstractPurpose - The article concerns informationPurpose - The article concerns information literacies in an environment characterised by the two partly competing and contradictory cultures of print and digital. The aim is to provide a better understanding of the ways in which students assess the credibility of sources they use in school, with a particular interest in how they treat participatory genres. Design/methodology/approach - An ethnographic study of a school class’s project work was conducted through observations, interviews, and log books in blog form. The analysis was influenced by a socio-cultural perspective. Findings - The study provides increased empirically based understanding of students’ information literacy practices. Four non-exclusive approaches to credibility stemming from control, balance, commitment, and multiplicity were identified. Originality/value - The study adds to the understanding of how credibility is assessed in school environments with a particular focus on how digital and participatory genres are treated.ital and participatory genres are treated.
Added by wikilit teamYes +
Collected data time dimensionCross-sectional +
ConclusionThe study provides increased empirically based understanding of students’ information literacy practices. Four non-exclusive approaches to credibility stemming from control, balance, commitment, and multiplicity were identified.
Data sourceDirect observation +, Documents + and Interview responses +
Google scholar urlhttp://scholar.google.com/scholar?ie=UTF-8&q=%22Debating%2BCredibility%3A%2BThe%2BShaping%2Bof%2BInformation%2BLiteracies%2Bin%2BUpper%2BSecondary%2BSchool%22 +
Has authorHelena Francke +, Olof Sundin + and Louise Limberg +
Has domainEducation + and Library science +
Has topicReader perceptions of credibility + and Student information literacy +
Issue4 +
Pages675-694 +
Peer reviewedYes +
Publication typeJournal article +
Published inJournal of Documentation +
Research designEthnography +
Research questionsThe aim is to provide a better understanding of the ways in which students assess the credibility of sources they use in school, with a particular interest in how they treat participatory genres.
Revid10,729 +
TheoriesThe views expressed by the students are frThe views expressed by the students are frequently in line with early hypertext theory, where print media was often portrayed as more fixed and digital media as more fluid or dynamic (e.g. Bolter, 2001: 8 f.; Landow, 1997). ... The themes emerged mainly through a close reading of the transcripts, but also reflect a concern present in socio-cultural theory for the materiality of the physical and intellectual tools with and through which people interact with the world.ough which people interact with the world.
Theory typeExplanation +
TitleDebating Credibility: The Shaping of Information Literacies in Upper Secondary School
Unit of analysisArticle +
Urlhttp://bada.hb.se/handle/2320/8351 +
Volume67 +
Wikipedia coverageCase +
Wikipedia data extractionLive Wikipedia +
Wikipedia languageSwedish +, German + and English +
Wikipedia page typeArticle +
Year2011 +