How Good Is This Page? Benefits and Limits of Prompting on Adolescents’ Evaluation of Web Information Quality
| Autor: | Jean-François Rouet, Ladislao Salmerón, Marc Stadtler, Christine Ros, Lisa Scharrer, Anna Potocki, Mônica Macedo-Rouet |
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| Přispěvatelé: | Centre de Recherches sur la Cognition et l'Apprentissage (CeRCA), Université de Poitiers-Université de Tours (UT)-Centre National de la Recherche Scientifique (CNRS), Centre National de la Recherche Scientifique (CNRS)-Université de Tours-Université de Poitiers |
| Jazyk: | angličtina |
| Rok vydání: | 2019 |
| Předmět: |
[SHS.EDU]Humanities and Social Sciences/Education
Applied psychology [SHS.PSY]Humanities and Social Sciences/Psychology Education Credibility Developmental and Educational Psychology 0501 psychology and cognitive sciences adolescents Competence (human resources) Notice business.industry 4. Education Information literacy 05 social sciences New literacies 050301 education online reading Readability Comprehension evaluation criteria The Internet Psychology business information quality and reliability 0503 education 050104 developmental & child psychology |
| Zdroj: | Reading Research Quarterly Reading Research Quarterly, International Reading Association, 2019, 54, pp.299-321. ⟨10.1002/rrq.241⟩ |
| ISSN: | 0034-0553 |
| DOI: | 10.1002/rrq.241⟩ |
| Popis: | International audience; The present study examined adolescents' detection of features that affect the quality of Web information. In Experiment 1, participants (12-16 years old) rated the goodness/usefulness of four Web-like documents for a simulated study assignment. Each document came with an issue that potentially undermined its quality. Two documents had source-related issues (i.e., non-competent author, outdated) and two had content-related issues (i.e., topic mismatch, poor readability). Most students failed to notice the issues, including topic mismatch. The participants also produced inconsistent evaluations of topic-match, readability, author competence and currency. In Experiment 2, students were prompted to assess each criterion separately. The participants distinguished poorer from better documents in relation to each criterion, except for author competence. We discuss these results in light of previous research on adolescents’ evaluation behavior. We propose further avenues for reading research, and we articulate a few recommendations for educational practice. |
| Databáze: | OpenAIRE |
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