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Sixth graders’ selection and integration when writing from multiple online texts

AbstractThis study examined students’ ability to select relevant ideas from multiple online texts and integrate those ideas in their written products. Students (N = 162) used a web-based platform to complete an online inquiry task in which they read three texts presenting different perspectives on computer gaming and wrote an article for a school magazine on the issue based on these texts. Students selected two snippets from each text during reading and wrote their article with the selected snippets available. The selected snippets were scored according to their relevance for completing the task, and the written products were scored according to their integration quality. The results showed…

Investigating elementary school students’ text-based argumentation with multiple online information resources

In this study, we explored how elementary school students used multiple information resources in responding to a text-based argumentation task asking them to research a set of online texts in order to state and justify their stance on a controversial health-related issue. Results showed that most students took a stance that was consistent with the majority of the information resources that they read, that they mainly drew on more reliable resources in their written task products, and that they justified their stance by providing one or more supporting reasons. Students relied much more on copying and paraphrasing content from the online resources than on integrating information within and a…