Sourcing on the internet: Examining the relations among different phases of online inquiry

6533b7d9fe1ef96bd126b913

RESEARCH PRODUCT

Sourcing on the internet: Examining the relations among different phases of online inquiry

Eija Räikkönen Carita Kiili Elena Forzani Eva Wennås Brante Miika Marttunen

subject

21st century abilities ihmisen ja tietokoneen vuorovaikutus media_common.quotation_subject Human-computer interface lähdekritiikki Information needs Secondary education Theory and practice of education Task (project management)Fluency lukiolaiset informaatiolukutaito Reading (process)secondary education Credibility ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education Learning 0501 psychology and cognitive sciences information literacy Product (category theory)verkkoaineisto LB5-3640 media_common Digital literacy oppimistyylit business.industry 4. Education 05 social sciences 050301 education QA75.5-76.95 General Medicine Lärande human-computer interface teaching/learning strategies Electronic computers. Computer science 516 Educational sciences The Internet business Psychology 0503 education Information literacy Teaching/learning strategies 21st century abilities 050104 developmental & child psychology

description

This study examined students’ engagement in sourcing throughout online inquiry, that is, when they specified the information need, formulated search queries, evaluated online texts, and composed a written product. Participants were 167 upper secondary school students. Students completed an online inquiry task in a restricted online environment that utilized authentic online texts. Students’ prior topic knowledge and reading fluency was measured and controlled for in the analysis. The results showed that students engaged in sourcing even in the earliest phases of online inquiry. A sequential regression analysis indicated that the more frequently students engaged in sourcing in specifying the information need and in search querying, the more frequently they engaged in sourcing when judging the credibility of online texts. Further, the more frequently students engaged in sourcing in their credibility judgments, the more frequently sourcing also was observed in their written products. The results suggest that students would benefit from instruction emphasizing that sourcing is a continuous process throughout online inquiry. publishedVersion Peer reviewed

year	journal	country	edition	language
2021-12-01	Computers and Education Open

https://doi.org/10.1016/j.caeo.2021.100037