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In search of credibility: pupils' information practices in learning environments
Abstract Introduction. 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 team Yes  +
Collected data time dimension Cross-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. "
Conclusion The 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 source Direct observation  + , Documents  + , Interview responses  +
Google scholar url http://scholar.google.com/scholar?ie=UTF-8&q=%22In%2Bsearch%2Bof%2Bcredibility%3A%2Bpupils%27%2Binformation%2Bpractices%2Bin%2Blearning%2Benvironments%22  +
Has author Olof Sundin + , Helena Francke +
Has domain Education + , Library science +
Has topic Reader perceptions of credibility + , Cross-domain student readership + , Student information literacy +
Issue 4  +
Month December  +
Peer reviewed Yes  +
Publication type Journal article  +
Published in Information Research +
Research design Ethnography  +
Research questions We 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.
Revid 11,162  +
Theories Our 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 type Analysis  +
Title In search of credibility: pupils' information practices in learning environments
Unit of analysis User  +
Url http://informationr.net/ir/14-4/paper418.html  +
Volume 14  +
Wikipedia coverage Case  +
Wikipedia data extraction N/A  +
Wikipedia language Not specified  +
Wikipedia page type N/A  +
Year 2009  +
Creation dateThis property is a special property in this wiki. 15 March 2012 20:28:58  +
Categories Reader perceptions of credibility  + , Cross-domain student readership  + , Student information literacy  + , Education  + , Library science  + , Publications  +
Modification dateThis property is a special property in this wiki. 13 February 2014 15:20:33  +
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