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The Wonder Project: Exploring Students' Information Literacy Development Through an Inquiry-Based Curriculum- [electronic resource]
The Wonder Project: Exploring Students' Information Literacy Development Through an Inquiry-Based Curriculum- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214095839
- ISBN
- 9798380306812
- DDC
- 373
- 서명/저자
- The Wonder Project: Exploring Students Information Literacy Development Through an Inquiry-Based Curriculum - [electronic resource]
- 발행사항
- [S.l.]: : University of Florida., 2021
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2021
- 형태사항
- 1 online resource(216 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
- 주기사항
- Advisor: Kohnen, Angela M.
- 학위논문주기
- Thesis (Ph.D.)--University of Florida, 2021.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약Information literacy has long been concerned with how individuals evaluate information credibility. Credibility, or the believability of information as evaluated by a user, is often a part of information evaluation and contextualized within information literacy. Yet, as the online environment becomes more complex and online information proliferates, traditional approaches to determining information credibility fail to address the many nuances of the online environment. New Literacies scholars recognize the deictic nature of Internet-based literacies, as well as the many forms of strategic practices, knowledge, and dispositions that a literate user of the Internet needs. Yet the question remains: how do we prepare young learners with the diverse new literacies they need to be critical and conscientious consumers of online information, both within inquiry and regarding incidental information?This dissertation addresses this issue by presenting three articles focusing on information credibility and credibility evaluation, as well as their implications for literacy practices. Research is situated within the Wonder Project: a collaboratively-developed curriculum that involved 8th grade students in identifying and investigating an inquiry topic while engaging in information literacy lessons. This dissertation explores the wonder project in two empirical studies: an examination of all students' evaluation of an image on a class assessment after a single lesson, and a multiple-case study of students' inquiry over the entire curriculum.The first article reviews interdisciplinary scholarship on credibility for an audience of literacy scholars and highlighted an interdisciplinary emphasis on cue-based evaluation, that credibility is evaluated, and that credibility evaluation is an area of urgent concern (Chapter 2). The second article presents a qualitative study examining 8th grade students' evaluations of a Tweeted image with nebulous credibility, with particular attention to how author's purposes changes in an online environment, as well as symbolic capital in online environments (Chapter 3). The third article is a multiple-case study exploring four 8th grade students' evaluation of credible sources throughout The Wonder Project, identifying each student's emergent practices and identifying across cases that students did not interrogate the biases laden in their inquiry questions and rarely recognized encountering obstacles in their inquiry (Chapter 4).
- 일반주제명
- Secondary education.
- 일반주제명
- Teacher education.
- 일반주제명
- Information science.
- 키워드
- Credibility
- 기타저자
- University of Florida Curriculum and Instruction (EDL)
- 기본자료저록
- Dissertations Abstracts International. 85-03A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798380306812
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■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a373
■1001 ▼aMertens, Gillian E.
■24510▼aThe Wonder Project: Exploring Students' Information Literacy Development Through an Inquiry-Based Curriculum▼h[electronic resource]
■260 ▼a[S.l.]:▼bUniversity of Florida. ▼c2021
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2021
■300 ▼a1 online resource(216 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-03, Section: A.
■500 ▼aAdvisor: Kohnen, Angela M.
■5021 ▼aThesis (Ph.D.)--University of Florida, 2021.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aInformation literacy has long been concerned with how individuals evaluate information credibility. Credibility, or the believability of information as evaluated by a user, is often a part of information evaluation and contextualized within information literacy. Yet, as the online environment becomes more complex and online information proliferates, traditional approaches to determining information credibility fail to address the many nuances of the online environment. New Literacies scholars recognize the deictic nature of Internet-based literacies, as well as the many forms of strategic practices, knowledge, and dispositions that a literate user of the Internet needs. Yet the question remains: how do we prepare young learners with the diverse new literacies they need to be critical and conscientious consumers of online information, both within inquiry and regarding incidental information?This dissertation addresses this issue by presenting three articles focusing on information credibility and credibility evaluation, as well as their implications for literacy practices. Research is situated within the Wonder Project: a collaboratively-developed curriculum that involved 8th grade students in identifying and investigating an inquiry topic while engaging in information literacy lessons. This dissertation explores the wonder project in two empirical studies: an examination of all students' evaluation of an image on a class assessment after a single lesson, and a multiple-case study of students' inquiry over the entire curriculum.The first article reviews interdisciplinary scholarship on credibility for an audience of literacy scholars and highlighted an interdisciplinary emphasis on cue-based evaluation, that credibility is evaluated, and that credibility evaluation is an area of urgent concern (Chapter 2). The second article presents a qualitative study examining 8th grade students' evaluations of a Tweeted image with nebulous credibility, with particular attention to how author's purposes changes in an online environment, as well as symbolic capital in online environments (Chapter 3). The third article is a multiple-case study exploring four 8th grade students' evaluation of credible sources throughout The Wonder Project, identifying each student's emergent practices and identifying across cases that students did not interrogate the biases laden in their inquiry questions and rarely recognized encountering obstacles in their inquiry (Chapter 4).
■590 ▼aSchool code: 0070.
■650 4▼aSecondary education.
■650 4▼aTeacher education.
■650 4▼aInformation science.
■653 ▼aCredibility
■653 ▼aEnglish education
■653 ▼aInformation literacy
■653 ▼aInquiry-based learning
■690 ▼a0533
■690 ▼a0530
■690 ▼a0723
■71020▼aUniversity of Florida▼bCurriculum and Instruction (EDL).
■7730 ▼tDissertations Abstracts International▼g85-03A.
■773 ▼tDissertation Abstract International
■790 ▼a0070
■791 ▼aPh.D.
■792 ▼a2021
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16930937▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
