The role of collaborative argumentation in future teachers' selection of online information

(Future) teachers should acquire skills in sourcing science-related information online, so they can use evidence appropriately in their pedagogical practice. To successfully use such evidence, it is vital that teachers critically question their selection of online information. Based on findings from collaborative learning, we hypothesized that collaboration promotes teachers' critical elaboration of their selection of online educational information. Additionally, collaboration allows for social comparison and may thus impact teachers' self-efficacy in seeking information. In a 2 × 2 mixed-design study with the between-participants factor reasoning (individual vs. collaborative) and the within-participants factor self-reported information seeking self-efficacy (pre vs. post the reasoning task), each of N = 83 future teachers individually sought online information regarding the educational use of mobile phones in classrooms. This constituted a realistic search on the Internet, in a natural setting. Based on each participant's particular search, s / he was asked to select the online sources that s / he perceived relevant for reasoning whether mobile phones should be used in class. To foster reflection on how they selected information, participants were asked either to reason individually (individual group, n = 33) or to chat collaboratively (collaboration group, n = 50 in 25 dyads) about their selections. Participants in both groups reported higher information seeking self-efficacy after the reasoning task. Yet participants who collaboratively reflected on their selections more frequently showed elaborated reasoning behavior, than did participants in the individual group. Nonetheless, participants in both groups referred to certain criteria that guided their selection (i. e., criteria related to the information, the provider of information, or media) with the same frequency. Considering the potential benefits and challenges of collaboration, we discuss the findings in terms of how to promote future teachers' ability to critically reflect on their selection of online educational information.(Zukünftige) Lehrkräfte sollten ihre pädagogische Praxis auch auf der Basis von bildungswissenschaftlichen Evidenzen begründen. Dazu müssen sie Fähigkeiten erwerben, wie sie angemessen wissenschaftsbezogene Online-Informationen recherchieren können. Um Evidenzen aus Online-Informationen sinnvoll nutzen zu können, ist es wichtig, die Auswahl von Online-Informationen kritisch zu hinterfragen. Basierend auf Forschungsarbeiten zum kollaborativen Lernen wurde angenommen, dass Kollaboration eine kritisch-reflektierte Auseinandersetzung mit der Auswahl von Online-Informationen fördern kann. Zusätzlich bietet die Kollaboration die Möglichkeit zum sozialen Vergleich mit anderen und kann daher die erlebte Selbstwirksamkeit der Lehrkräfte beim Suchen nach Informationen beeinflussen. In einem 2 × 2 Mixed-Design mit dem Zwischensubjektfaktor Erörterung (individuell vs. kollaborativ) und dem Innersubjektfaktor selbstberichtete Selbstwirksamkeit bei der Suche nach Online-Informationen (Prä- vs. Post der Erörterung) suchten N = 83 Lehramtsstudierende individuell nach Online- Informationen zum Thema Handynutzung im Unterricht. Basierend auf ihren Rechercheergebnissen wählten sie diejenigen Webinhalte aus, die sie für eine Entscheidung für ihre didaktische Vorgehensweise als relevant einschätzten. Die Lehramtsstudierenden wurden dann gebeten entweder alleine (individuelle Gruppe, n = 33) oder gemeinsam im Chat mit einer weiteren Lehramtsstudierenden (kollaborative Gruppe, n = 50 in 25 Dyaden) zu erörtern, welche Kriterien die Auswahl ihrer Webinhalte leiteten. Im Anschluss berichteten die Lehramtsstudierenden beider Bedingungen eine höhere Selbstwirksamkeit in Bezug auf die Suche nach Online-Informationen. Die Lehramtsstudierenden, die sich kollaborativ austauschten, konnten ihre Auswahl jedoch argumentativ elaborierter begründen. Des Weiteren verwiesen die Lehramtsstudierenden beider Bedingungen ähnlich häufig auf die jeweiligen Kriterien, die sie für ihre Auswahl nutzten (d. h. Kriterien in Bezug auf die Informationen, die Autoren und Autorinnen, oder die Online-Medien). Die Rolle von Kollaboration bei der Beschaffung von bildungswissenschaftlichen Online-Informationen wird hinsichtlich der Förderung einer kompetenten und kritischen Reflexion über mögliche Vorgehensweisen diskutiert.Peer Reviewe

What the CRAAP?: Comparing Approaches to Teaching Web Evaluation in FYE Programs

Before the 2017-18 academic year, instruction librarians at Loyola University New Orleans’ Monroe Library had been using the highly popular CRAAP test to give students a framework for evaluating open Web resources. The traits of currency, relevance, authority, accuracy, and purpose are meant to help undergraduates determine a source’s appropriateness for use in their academic work. The possible limitations of this model became evident to us at the conclusion of our assessment of incoming freshmen’s ability to apply the CRAAP test to a topic of their own choosing. Responding to this demonstrated entry-level information literacy need, instruction librarians began teaching web evaluation using the “what, who, when, where, why, and how” framework. This approach allows for a more open-ended line of questioning for students while still encouraging them to assess the crucial indicators of quality referenced by the CRAAP test. Our assessment of students’ ability to successfully apply the new criteria to find quality relevant sources is ongoing, but faculty response to the shift has been positive. This session will focus on the possibilities for instruction created by the journalistic question framework, as well as the many challenges that students will incur when applying this evaluation method

Information Literacy, Self-Concept and Metacognitive Ability of Teacher-Librarians at the University of Zululand

The research scrutinises information literacy, self-concept and metacognitive ability of teacher-librarians at the University of Zululand, South Africa. A total of one hundred and ten (110) copies of questionnaire were distributed among second-year teacher-librarians, out of which fifty-seven (57) copies were returned with valuable responses, giving a response rate of 51.8%. The study chronicled basic issues that concern self-efficacy, personal knowledge, task and procedural knowledge, strategic and declarative knowledge, conditional knowledge and planning ability of teachers. The research revealed, amongst other things, that the teacher-librarians lacked the ability to use computer applications unaided. The teacher-librarians also acknowledged that they had problem with their self-concept, especially pertaining to having the confidence to seek for help in using computers and the Internet. In spite of the apparent advantages of information literacy to teaching and learning, many of them declined that information literacy skill has the potential to enhance their teaching skills. It was also observed that the teacher-librarians lacked the ability to evaluate and identify sources of information resources. In conclusion, the findings will constitute a veritable feedback to the Department of Education and lecturers handling the teacher-librarians in evaluating the progress made in acquiring information literacy skill

Development and Validation of Pre-service Teachers\u27 Personal Epistemologies of Teaching Scale (PT-PETS)

The Internet has changed not only how we conceptualize knowledge, but also how we learn in classroom. Knowledge is not any longer transmitted from experts to non-experts, but is constructed through communication, collaboration, and integration among a network of people. In this context, teachers are expected to facilitate student-centered learning by helping students to construct knowledge through higher-order thinking rather than reproduce a series of facts. Although a growing body of research suggests that teachers\u27 beliefs about the nature of knowledge and the process of knowing, that is personal epistemology, are related to their teaching and their students\u27 learning, little work has done to examine its role of teachers\u27 personal epistemologies in preparing future generations of teachers. The purpose of this study was to develop and validate an instrument designed to assess pre-service teachers\u27 personal epistemologies of teaching (PT-PETS). The PT-PETS was administered to two samples of pre-service teachers. Factor analysis of the results revealed a multidimensional construct composed of three factors: Construction of Teaching Knowledge, Contextuality of Teaching Knowledge, and Complexity of Teaching Knowledge. The Construction of Teaching Knowledge consists of 9 items (i.e., Teaching knowledge is handed down by external authority or constructed by individuals). The Contextuality of Teaching Knowledge consists of 8 items (i.e., Teaching knowledge is viewed as absolute or contextual). And the Complexity of Teaching Knowledge contains 3 items (i.e., Teaching knowledge is viewed as an accumulation of facts or comprise highly interrelated concepts). Structural equation modeling was used to examine the nomological relationships between the three latent constructs of the PT-PETS and other factors related to knowledge construction. Results indicate that pre-service teachers\u27 perceptions of their instructors\u27 pedagogical practices are positively related to their beliefs in the Complexity of Teaching knowledge. Interestingly, pre-service teachers\u27 knowledge sharing self-efficacy is negatively related to their personal epistemologies of teaching, while their information evaluation self-efficacy is positively related to them. However, the mediating role of information evaluation self-efficacy was found to enhance the positive indirect effect of knowledge sharing self-efficacy, while simultaneously reducing its negative direct effect to personal epistemologies of teaching. In general, pre-service teachers who reported experiencing inductive teaching practices by their instructors were more likely to be aware of the complexity of teaching knowledge. Students who reported feeling confident in both sharing knowledge and evaluating information also tended to be those who hold sophisticated beliefs in the nature of teaching knowledge and the process of knowing. Overall the Pre-service Teachers\u27 Personal Epistemologies of Teaching (PT-PETS) provides a psychometrically sound instrument for teacher educators and researchers interested in understanding pre-service teachers\u27 personal epistemologies and knowledge construction

Introduction to the Volume on Digital Media, Youth, and Credibility

This chapter argues that understanding credibility is particularly complex -- and consequential -- in the digital media environment, especially for youth audiences, who have both advantages and disadvantages due to their relationship with contemporary technologies and their life experience. The chapter explains what is, and what is not, new about credibility in the context of digital media and discusses the major thrusts of current credibility concerns for scholars, educators, and youth

Fighting Fake News

The book focuses on how different generations perceive fake news, including young and middle-age groups of people, multiple age groups, university students and adults in general, elementary students, children, and adolescents. It provides insights into the different methodologies available with which to research fake news from a generational perspective

Teacher self-efficacy and teacher practice :an exploration of existing research and dynamics of teacher self-efficacy in the Philosophy for Children classroom

D. App. Ed. Psy.Teacher self-efficacy (TSE) is an often cited factor in teachers’ practice and student outcomes. However, a relatively small evidence base supporting a positive relationship between higher TSE and better practice is often cited. A systematic literature review (chapter 1) was carried out examining existing studies on TSE and teachers’ practice. A meta-analysis suggested a highly significant and moderate positive correlation between TSE and teachers’ examined practice. The correlation accounted for a limited level of variance in the data, and a narrative exploration of the studies highlighted a breadth of other factors that were reported to contribute to the relationship of practice and TSE. Methodological issues within the studies were examined, highlighting that both the TSE measures and the practice investigated were heterogeneous. These issues meant that findings could only account for a static conceptualisation of TSE with relative consistency across different types of practice and time. As such, the studies examined precluded consideration of a dynamic perspective on TSE and of the construction of TSE in the social context of the classroom. The bridging document (chapter 2) explains the development of an appropriate epistemological stance for exploratory research on the dynamics and co-construction of TSE in the classroom along with implications of this stance for research methodology. Chapter 3 summarises articles and research relevant to considering TSE as dynamic and socially situated in classroom systems. It then presents the rational for a piece of empirical research investigating this in the Philosophy for Children (P4C) classroom. The research reported took a constructed grounded theory approach to investigating the experiences of three primary teachers delivering P4C in the classroom. Observation of their lessons and interviews about TSE and P4C were undertaken. The analysis suggested support for the idea that TSE should be investigated in a classroom self-efficacy system and for dynamic processes which support the co-construction of TSE in the classroom. In particular, change, role identity and collective efficacy in the classroom were explored as important factors in creating TSE and practice in the P4C classroom. Tentative evidence for student self -efficacy also being constructed in a classroom system was suggested. In conclusion, chapter 3 considers implications for further research and professional practice. Ethical issues and researcher reflexivity relevant to the research are considered in Chapter 2

Rapid evidence assessment on online misinformation and media literacy: final report for Ofcom

This report summarises the results of the Rapid Evidence Assessment (REA) on Online Misinformation and Media Literacy (REA), conducted from November 2020 to April 2021 and commissioned by Ofcom. The review is focused on studies that measure the effectiveness of interventions designed to tackle misinformation, both within the media literacy curriculum and in relation to technological interventions that draw on literacy principles (such as critical thinking, information evaluation and active engagement), even if they are not conducted in an educational setting. The results showed that robust evaluation of media literacy curriculum interventions is not very common. More evaluation has been done on the effectiveness of non-curricular interventions. Nonetheless, findings from both types of research provide important insights into how evidence-based, targeted approaches to dealing with misinformation by improving media literacy might be further developed, building on existing policy and industry initiatives and fostering audience empowerment and agency

A Phenomenological Study of the Lived Experiences of Mainstream Classroom Teachers and Overly Active, Distracted Students

The purpose of this transcendental phenomenological study was to explore those lived experiences that predispose some mainstream elementary teachers to initially modify in-classroom instruction to meet the needs of their overly active, distracted students before referring them for an ADHD evaluation. Bandura’s (1977) social learning theory was the lens through which this study was examined. In essence, social learning theory suggests that individuals learn what they know and how they should act through formal and informal interactions with others. The central research question around which this study revolved was: What are the lived experiences of mainstream classroom teachers who prefer to first initiate in-classroom instructional modifications to meet the needs of their overly active, distracted students before referring them for testing? Using a qualitative research method, guided by Moustakas (1994), data collected consisted of lived experiences shared by participants. To collect this data, the online study was structured to include a semi-formal individual interview, four written reflective prompts, and one focus group. Triangulation among the data collection methods contributed to validity. The ten teacher participants were current or former mainstream classroom teachers, who had taught for a minimum of four years, at any combination of grades K-6, who preferred to initially modify instruction for overly active, distracted students before referring them for a formal ADHD assessment. Saldana (2021) informed data collection, analysis, and eclectic coding and synthesis. The central research question and three sub-questions were all successfully answered using different combinations of the three emergent themes: Self-agency, School Leadership, and Parents