Advanced

Negotiating the role of sources: Educators' conceptions of credibility in participatory media

Francke, Helena and Sundin, Olof LU (2012) In Library & Information Science Research 34(3). p.169-175
Abstract (Swedish)
Abstract in Undetermined

Participatory media are commonly used in today's society for a variety of purposes. The credibility associated with these media is sometimes contested, and their acceptance into school practices has been debated. Focus group interviews with teachers and librarians in upper secondary schools in Sweden are used to investigate conceptions and experiences of activities involving the critical evaluation of participatory media, with a particular focus on Wikipedia. Three themes are addressed. The first concerns how the teaching of the critical evaluation of sources is organized and comanaged between teachers and librarians. The second describes educators' experiences of print versus digital media, and... (More)
Abstract in Undetermined

Participatory media are commonly used in today's society for a variety of purposes. The credibility associated with these media is sometimes contested, and their acceptance into school practices has been debated. Focus group interviews with teachers and librarians in upper secondary schools in Sweden are used to investigate conceptions and experiences of activities involving the critical evaluation of participatory media, with a particular focus on Wikipedia. Three themes are addressed. The first concerns how the teaching of the critical evaluation of sources is organized and comanaged between teachers and librarians. The second describes educators' experiences of print versus digital media, and their worry because students have problems negotiating the information architecture of print media. The third theme deals with conceptions of the credibility of Wikipedia. Four conceptions of credibility are identified: credibility is associated with the control and stability

of a source; it is considered to be strengthened when several sources support a claim; it is viewed as situational and partial, rather than absolute; and it is associated with a multiplicity of voices and democratic forms of production. These findings may be used to inform educational activities around credibility and authority in schools by raising self-awareness among educators of various ways to talk about the credibility of sources with both colleagues and students. (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, Social Media, Information Literacy
in
Library & Information Science Research
volume
34
issue
3
pages
169 - 175
publisher
Elsevier
external identifiers
  • wos:000305164600003
  • scopus:84861574630
ISSN
0740-8188
DOI
10.1016/j.lisr.2011.12.004
language
English
LU publication?
yes
id
3203b0fc-a441-431b-9603-6e7f5fa023fd (old id 2371826)
date added to LUP
2012-04-02 10:31:11
date last changed
2017-01-01 05:42:47
@article{3203b0fc-a441-431b-9603-6e7f5fa023fd,
  abstract     = {<b>Abstract in Undetermined</b><br/><br>
Participatory media are commonly used in today's society for a variety of purposes. The credibility associated with these media is sometimes contested, and their acceptance into school practices has been debated. Focus group interviews with teachers and librarians in upper secondary schools in Sweden are used to investigate conceptions and experiences of activities involving the critical evaluation of participatory media, with a particular focus on Wikipedia. Three themes are addressed. The first concerns how the teaching of the critical evaluation of sources is organized and comanaged between teachers and librarians. The second describes educators' experiences of print versus digital media, and their worry because students have problems negotiating the information architecture of print media. The third theme deals with conceptions of the credibility of Wikipedia. Four conceptions of credibility are identified: credibility is associated with the control and stability<br/><br>
of a source; it is considered to be strengthened when several sources support a claim; it is viewed as situational and partial, rather than absolute; and it is associated with a multiplicity of voices and democratic forms of production. These findings may be used to inform educational activities around credibility and authority in schools by raising self-awareness among educators of various ways to talk about the credibility of sources with both colleagues and students.},
  author       = {Francke, Helena and Sundin, Olof},
  issn         = {0740-8188},
  keyword      = {Credibility,Social Media,Information Literacy},
  language     = {eng},
  number       = {3},
  pages        = {169--175},
  publisher    = {Elsevier},
  series       = {Library & Information Science Research},
  title        = {Negotiating the role of sources: Educators' conceptions of credibility in participatory media},
  url          = {http://dx.doi.org/10.1016/j.lisr.2011.12.004},
  volume       = {34},
  year         = {2012},
}