0000000000290981
AUTHOR
Julie Coiro
Las citas como práctica del uso de las fuentes : las citas de fuentes en línea seleccionados por los estudiantes en sus trabajos
This study examined upper secondary school students’ citations of self-selected online sources in their essays. Students (n = 140) conducted online inquiry about either effects of social media on people’s quality of life (SM) or allowance of genetic manipulation of organisms (GMO). Students, working either individually or in pairs, explored online sources with the help of a graphic organizer, after which they composed their essays. To capture the quality of citations identified in the essays, they were evaluated in terms of accuracy and richness of source features. Further, regression analysis was used to examine the effect of topic, grade level and work mode on the number and quality of ci…
Students’ evaluation of information during online inquiry: Working individually or in pairs
Varying information quality and an increase of misinformation on the Internet accentuates the importance of supporting students’ competencies to critically evaluate information. This study compared how individuals and pairs of secondary students worked to evaluate the quality of online information across two inquiry topics. Two similar studies were conducted with 140 Finnish (Study I) and 52 US (Study II) students. Students were asked to conduct an online inquiry and then write an essay about one of two topics: allowing the genetic modification of organisms (GMO) or the effects of social media on people’s quality of life (SM). Students worked either individually or in pairs. Their work was …
An Online Inquiry Tool to Support the Exploration of Controversial Issues on the Internet
This paper describes a theoretically informed Online Inquiry Tool designed to support the exploration of controversial issues on the Internet. The tool’s design is grounded in principles associated with theories of online research and comprehension, argumentation for learning, representational guidance, and cognitive load. The purpose of the tool is to help students organize, monitor, and regulate several complex cognitive activities likely to present challenges during online inquiry. Supports are embedded into the digital tool to help students plan their information search around a controversial issue, identify supporting arguments and counterarguments related to this issue, critically eva…
Designing Classroom Practices for Teaching Online Inquiry : Experiences from the Field
Students face several challenges when asked to locate relevant and credible information from the internet. This article introduces three principles for designing online inquiry lessons and documents what we learned from five language arts teachers from Finland who implemented and provided feedback on a learning unit framed in those design principles. Teachers implemented a researcher-designed online inquiry unit in nine upper secondary school classrooms. The unit included four 75-minute lessons sequenced to support the location, evaluation, and synthesis of information students encountered in an online inquiry task. Teachers’ diaries revealed their impressions of the unit, problems encounte…
Rethinking Academic Literacies: Designing multifaceted academic literacy experiences for pre-service teachers
This manuscript introduces a multidimensional framework for academic literacies to help instructors become more aware of different aspects of literacies and how they might be used to plan and orchestrate meaningful, multifaceted literacy experiences in their classes. More specifically, this broad framework for literacy and learning explicitly considers the overlapping role of argumentation, digital inquiry, collaboration, and innovation as they are applied to continuously evolving disciplinary literacy practices. The framework is applied to a course designed for pre-service teachers that integrated several aspects of academic literacies and offered some pedagogical guidelines to support the…
Citing as a sourcing practice: students’ citing self-selected online sources in their essays (Las citas como práctica del uso de las fuentes: las citas de fuentes en línea seleccionados por los estudiantes en sus trabajos)
This study examined upper secondary school students’ citations of self-selected online sources in their essays. Students (n = 140) conducted online inquiry about either effects of social media on people’s quality of life (SM) or allowance of genetic manipulation of organisms (GMO). Students, working either individually or in pairs, explored online sources with the help of a graphic organizer, after which they composed their essays. To capture the quality of citations identified in the essays, they were evaluated in terms of accuracy and richness of source features. Further, regression analysis was used to examine the effect of topic, grade level and work mode on the number and quality of ci…
Experiences in Digital Video Composition as Sources of Self-Efficacy Toward Technology Use
As teachers’ self-efficacy has been shown to be a crucial factor in technology integration, there is a need to understand the mechanisms that may raise teachers’ self-efficacy toward technology integration. This article seeks to understand what sources of self-efficacy hands-on experiences with technology may provide to pre-service teachers. The participants were 37 students who were taking a course on digital literacies, where they composed a digital video in small groups. The data consists of students’ individually written post-course self-evaluation reports. In the analysis of the reports, the authors identified text fragments that indicated either 1) sources of self-efficacy related to …
Reading to Learn From Online Information: Modeling the Factor Structure
Identifying the factor structure of online reading to learn is important for the development of theory, assessment, and instruction. Traditional comprehension models have been developed from, and for, offline reading. This study used online reading to determine an optimal factor structure for modeling online research and comprehension among 426 sixth graders (ages 12 and 13). Confirmatory factor analysis was employed to evaluate an assessment of online research and comprehension based on a widely referenced theoretical model. Student performance reflected the theoretical constructs of the model, but several additional constructs appeared, resulting in a six-factor model: (a) locating infor…