In search of credibility: pupils' information practices in learning environments

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In search of credibility: pupils' information practices in learning environments
Authors: Olof Sundin, Helena Francke [edit item]
Citation: Information Research 14 (4): . 2009 December.
Publication type: Journal article
Peer-reviewed: Yes
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Google Scholar cites: Citations
Link(s): Paper link
Added by Wikilit team: Yes
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In search of credibility: pupils' information practices in learning environments is a publication by Olof Sundin, Helena Francke.


[edit] Abstract

Introduction. We aim to create an in-depth understanding of how pupils in upper secondary school negotiate the credibility and authority of information as part of their practices of learning. Particular focus is on the use of user-created resources, such as Wikipedia, where authorship is collective and/or hard to determine. Method. An ethnographic study was conducted in an upper secondary school class. Methods included observation, group interviews and information seeking diaries in the form of blogs. Analysis. The empirical material from the class room study was categorised and aggregated into five themes, which emerged as a result of the interplay between the empirical material and a perspective based in socio-cultural theory. Results. The pupils make credibility assessments based on methods developed for traditional media where, for instance, origin and authorship are important. They employ some user-created sources, notably Wikipedia, because these are easily available, but they are uncertain about when these sources should be considered credible. Conclusions. In an increasingly diverse media world, pupils' credibility assessments need to be informed by a socio-technical understanding of sources which takes both social and material aspects into account. The diversity of resources requires that pupils assess credibility for the particular situation in which they use information.

[edit] Research questions

"We aim to create an in-depth understanding of how pupils in upper secondary school negotiate the credibility and authority of information as part of their practices of learning. Particular focus is on the use of user-created resources, such as Wikipedia, where authorship is collective and/or hard to determine."

Research details

Topics: Reader perceptions of credibility, Cross-domain student readership, Student information literacy [edit item]
Domains: Education, Library science [edit item]
Theory type: Analysis [edit item]
Wikipedia coverage: Case [edit item]
Theories: "Our theoretical point of departure is in socio-cultural theory, emanating from a Vygotskian (1978) perspective. Such an approach stresses people's habitual interaction in a social world through the use of intellectual and physical tools. Vygotsky makes a distinction between what he calls signs and material tools (Vygotsky 1978: 52 ff.). Socio-cultural theory emphasises that intellectual tools are often integrated into material ones (Säljö 1999). For example, Google Search, seen as a tool for information seeking, not only influences our behaviour on the Web; Google also shapes our way of thinking about information seeking as such. In other words, people's activities are always mediated by tools which, to generalise from Säljö's discussion of clocks and time (1999: 152), are 'material and conceptual at the same time'.

In the present article, we combine a socio-cultural approach to information literacy with Patrick Wilson's theory of cognitive authority (1983)." [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: User [edit item]
Wikipedia data extraction: N/A [edit item]
Wikipedia page type: N/A [edit item]
Wikipedia language: Not specified [edit item]

[edit] Conclusion

"The pupils make credibility assessments based on methods developed for traditional media where, for instance, origin and authorship are important. They employ some user-created sources, notably Wikipedia, because these are easily available, but they are uncertain about when these sources should be considered credible. In an increasingly diverse media world, pupils' credibility assessments need to be informed by a socio-technical understanding of sources which takes both social and material aspects into account. The diversity of resources requires that pupils assess credibility for the particular situation in which they use information."

[edit] Comments

""In an increasingly diverse media world, pupils' credibility assessments need to be informed by a socio-technical understanding of sources which takes both social and material aspects into account. The diversity of resources requires that pupils assess credibility for the particular situation in which they use information. ""


Further notes[edit]

Library and information science

Facts about "In search of credibility: pupils' information practices in learning environments"RDF feed
AbstractIntroduction. We aim to create an in-depthIntroduction. We aim to create an in-depth understanding of how pupils in upper secondary school negotiate the credibility and authority of information as part of their practices of learning. Particular focus is on the use of user-created resources, such as Wikipedia, where authorship is collective and/or hard to determine. Method. An ethnographic study was conducted in an upper secondary school class. Methods included observation, group interviews and information seeking diaries in the form of blogs. Analysis. The empirical material from the class room study was categorised and aggregated into five themes, which emerged as a result of the interplay between the empirical material and a perspective based in socio-cultural theory. Results. The pupils make credibility assessments based on methods developed for traditional media where, for instance, origin and authorship are important. They employ some user-created sources, notably Wikipedia, because these are easily available, but they are uncertain about when these sources should be considered credible. Conclusions. In an increasingly diverse media world, pupils' credibility assessments need to be informed by a socio-technical understanding of sources which takes both social and material aspects into account. The diversity of resources requires that pupils assess credibility for the particular situation in which they use information.r situation in which they use information.
Added by wikilit teamYes +
Collected data time dimensionCross-sectional +
Comments"In an increasingly diverse media world, p"In an increasingly diverse media world, pupils' credibility assessments need to be informed by a socio-technical understanding of sources which takes both social and material aspects into account. The diversity of resources requires that pupils assess credibility for the particular situation in which they use information. "situation in which they use information. "
ConclusionThe pupils make credibility assessments baThe pupils make credibility assessments based on methods developed for traditional media where, for instance, origin and authorship are important. They employ some user-created sources, notably Wikipedia, because these are easily available, but they are uncertain about when these sources should be considered credible. In an increasingly diverse media world, pupils' credibility assessments need to be informed by a socio-technical understanding of sources which takes both social and material aspects into account. The diversity of resources requires that pupils assess credibility for the particular situation in which they use information.r situation in which they use information.
Data sourceDirect observation +, Documents + and Interview responses +
Google scholar urlhttp://scholar.google.com/scholar?ie=UTF-8&q=%22In%2Bsearch%2Bof%2Bcredibility%3A%2Bpupils%27%2Binformation%2Bpractices%2Bin%2Blearning%2Benvironments%22 +
Has authorOlof Sundin + and Helena Francke +
Has domainEducation + and Library science +
Has topicReader perceptions of credibility +, Cross-domain student readership + and Student information literacy +
Issue4 +
MonthDecember +
Peer reviewedYes +
Publication typeJournal article +
Published inInformation Research +
Research designEthnography +
Research questionsWe aim to create an in-depth understandingWe aim to create an in-depth understanding of how pupils in upper secondary school negotiate the credibility and authority of information as part of their practices of learning. Particular focus is on the use of user-created resources, such as Wikipedia, where authorship is collective and/or hard to determine.ip is collective and/or hard to determine.
Revid11,162 +
TheoriesOur theoretical point of departure is in sOur theoretical point of departure is in socio-cultural theory, emanating from a Vygotskian (1978) perspective. Such an approach stresses people's habitual interaction in a social world through the use of intellectual and physical tools. Vygotsky makes a distinction between what he calls signs and material tools (Vygotsky 1978: 52 ff.). Socio-cultural theory emphasises that intellectual tools are often integrated into material ones (Säljö 1999). For example, Google Search, seen as a tool for information seeking, not only influences our behaviour on the Web; Google also shapes our way of thinking about information seeking as such. In other words, people's activities are always mediated by tools which, to generalise from Säljö's discussion of clocks and time (1999: 152), are 'material and conceptual at the same time'. In the present article, we combine a socio-cultural approach to information literacy with Patrick Wilson's theory of cognitive authority (1983).on's theory of cognitive authority (1983).
Theory typeAnalysis +
TitleIn search of credibility: pupils' information practices in learning environments
Unit of analysisUser +
Urlhttp://informationr.net/ir/14-4/paper418.html +
Volume14 +
Wikipedia coverageCase +
Wikipedia data extractionN/A +
Wikipedia languageNot specified +
Wikipedia page typeN/A +
Year2009 +