Reading for Reliability: Preservice Teachers Evaluate Web Sources About Climate Change
Document Type
Article
Publication Date
11-2016
Keywords
To inform instruction, as inquiry, Depth of (higher level, literal level, etc.), Metacognition, Text features, text structure, Content literacy, Text types, text features, Critical analysis, Specific media (hypertext, Internet, film, music, etc.), Nonfiction, Formative experiments, design experiments, Informational text, Metacognitive strategies, Preservice, Critical literacy, 3‐Early adolescence, 4‐Adolescence, 5‐College/university students
Digital Object Identifier (DOI)
https://doi.org/10.1002/jaal.551
Abstract
This study examined what happened when 65 undergraduate prospective secondary level teachers across content areas evaluated the reliability of four online sources about climate change: an oil company webpage, a news report, and two climate change organizations with competing views on climate change. The students evaluated the sources at three time intervals based on 1. a screenshot of each source; 2. full web access to each source and prompted with critical questions to answer; and 3. after a whole class discussion about each source. Having the opportunity to evaluate the sources three times led students to modify their reliability ratings. Findings also reveal challenges some participants had differentiating between facts and opinions as well as distinctions in what they determined to be evidence in a source.
Citation / Publisher Attribution
Journal of Adolescent & Adult Literacy, v. 60, issue 3, p. 275-285
Scholar Commons Citation
Damico, James S. and Panos, Alexandra, "Reading for Reliability: Preservice Teachers Evaluate Web Sources About Climate Change" (2016). Teaching and Learning Faculty Publications. 373.
https://digitalcommons.usf.edu/tal_facpub/373
