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In search of credibility: Pupils’ information practices in learning environments

Sundin, Olof LU and Francke, Helena LU (2009) In Information Research 14(4).
Abstract
Introduction. 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... (More)
Introduction. 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. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
credibility, students, information literacy, new media
in
Information Research
volume
14
issue
4
publisher
Professor Tom Wilson
external identifiers
  • wos:000274193700006
  • scopus:77149156366
ISSN
1368-1613
language
English
LU publication?
yes
id
3a64aad9-2914-4fbd-97c2-54e2c2cfcbd2 (old id 1544696)
alternative location
http://informationr.net/ir/14-4/paper418.html
date added to LUP
2010-02-17 16:56:21
date last changed
2017-07-30 03:58:08
@article{3a64aad9-2914-4fbd-97c2-54e2c2cfcbd2,
  abstract     = {Introduction. 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.<br/><br>
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.<br/><br>
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.<br/><br>
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.<br/><br>
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.},
  author       = {Sundin, Olof and Francke, Helena},
  issn         = {1368-1613},
  keyword      = {credibility,students,information literacy,new media},
  language     = {eng},
  number       = {4},
  publisher    = {Professor Tom Wilson},
  series       = {Information Research},
  title        = {In search of credibility: Pupils’ information practices in learning environments},
  volume       = {14},
  year         = {2009},
}