Search results for "critical reading"

‘It Goes Around the World’ – Children’s Understandingof the Internet

2019

The Internet has become an important literacy environment, even for children. Therefore, building the foundations for their critical engagement with online information should start when they first enter school. One way to start is to help children build an understanding about the complexities of the Internet environment. The present study aimed at increasing our knowledge about children’s understanding of the Internet as a technical and social environment. It also explored how children perceive the trustworthiness of online information. The participants included 30 children aged 7–9 years. The children were interviewed and the data was analysed using content analysis. We share the results f…

Towards a more efficient EFL reading comprehension classroom environment : The role of content and critical reading

2013

Traditional reading comprehension methods background the sometimes controversial content of texts in the interest of ‘ensuring comprehension’ via dealing with language points. According to Wallace (1992), EFL learners are often marginalized as readers; their goals in interacting with written texts are perceived to be primarily those of language learners. This study explores how a change in teaching approach via a CDA framework along with a change in reading content affects the EFL students’ perceptions of their reading comprehension classroom environment. Through a one-group pretest posttest design, the What Is Happening In This Class? (WIHIC) questionnaire was distributed twice among 41 (F…

Students evaluating Internet sources – From versatile evaluators to uncritical readers

2008

The Internet is a significant information resource for students due to the ease of access it allows to a vast amount of information. As the quality of the information on the Internet varies, it is important that students are able to evaluate such information critically. The aim of the study was to investigate how students evaluate Internet sources in an authentic learning task. Upper secondary school students ( n = 25) were asked to look for source material on the Internet in order to write an essay. They were asked to verbalize their thoughts during the material gathering process. Their verbalizations and actions on the Internet were recorded and analyzed. The five evaluation profiles eme…

READ-COGvid: A Database From Reading and Media Habits During COVID-19 Confinement in Spain and Italy

2020

Teaching master's degree students to read research literature

2017

The skill to read research literature critically belongs in every university graduate’s toolbox. I have attempted to teach this skill in a master’s degree level course in programming languages over 15 years using, at various times, simulated conferences, voluntary reading exercises, evidence-based practice training, and a flipped classroom with mandatory reading assignments. I discuss my experience and analyze preliminary qualitative data on the use of evidence-based practice and a flipped classroom for this purpose. I present no firm conclusions, but expect that future work (by me or others) will be able to use my experience as a baseline for better teaching of research literature reading.…

Using eye-movement modelling examples to improve critical reading of multiple webpages on a conflicting topic

2022

This project investigates the effects of an EMME intervention on undergraduates' sourcing when reading conflicting multiple texts on the Internet. Dependent variables: eye-movements on SERP, webs header, texts authors, and texts; use of source information in summaries; ideas from texts in summaries.

Exploring early adolescents’ evaluation of academic and commercial online resources related to health

2018

This study assessed the ability of 426 students (ages 12–13) to critically evaluate two types of online locations on health issues: an academic resource and a commercial resource. The results indicated limited evaluation abilities, especially for the commercial resource, and only a small, partial association with prior stance and offline reading ability. Only about half (51.4%) of the students questioned the credibility of the commercial online resource and only about 19% of the students showed an ability to fully recognize commercial bias. Wide variation existed in students’ ability to evaluate online information, as approximately one-fourth of the students performed poorly when evaluating…