3/21/2023 0 Comments Pacific northwest tree octopus![]() ![]() Quantitative data also suggest that the dispositions of critical stance and healthy skepticism may be enhanced. Quantitative findings suggest that the ability to recognize and construct surface level markers of credibility and relevance can be improved using a three-phase instructional model designed to engage students as creators of online information. Inferences made on the basis of the results of each of these strands were integrated to form meta-inferences at the end of the study (Tashakkori & Teddlie, 2003). The study was conducted in two phases: (a) one with quantitative data and research questions, and (b) the other with qualitative data and research questions. The instructional model was designed to teach students in an economically challenged school how to use online resources and Internet and other Communication Technologies (ICTs) to acquire and use reliable informational sources to expand their knowledge base. In addition to the theoretical perspectives that framed this study, several areas of previous research inspired the investigation: (a) critical evaluation, (b) multimodal design, and (c) dispositions of online reading comprehension. This study used a multiple theoretical perspective approach (Labbo & Reinking, 1999), incorporating several theoretical perspectives, including those from critical literacy (Friere, 1970 Luke, 2000), new literacies (Leu, O’Byrne, Zawilinski, McVerry, Everett-Cacopardo, 2009 Leu et al., 2011a), and cognitive apprenticeship (Brown, Collins, & Duguid, 1989 Collins, Brown, & Newman, 1989) to frame the study. Finally, the study examined the themes and patterns that emerged as students thought critically about and constructed online content. It also examined the effectiveness of this instructional model in cultivating the dispositions students need when they read online. This quasi-experimental, mixed-method study (Shadish, Cook & Campbell, 2004) investigated the extent to which critical evaluation skills required during online reading comprehension can be improved using a three-phase instructional model designed to engage students as creators of online information. Originality/value – Instead of using technological fact checking by Google, Facebook and Twitter, this paper suggests the adoption of a New Literacies approach, focusing on young people’s capability to detect Fake News. Being able to critically evaluate digital information will help us to have access to trustworthy information. Social implications – Our perceived reliability of digital information is a hot issue, given the frequency with which fake news is circulated. Practical implications – It is important to start teaching children at an early age how to critically evaluate online information. Research limitations/implications – A similar but large scale quantitative empirical study should be conducted in several countries to see if the trends in the US and the Netherlands are indeed significant. Findings – In the Netherlands, only 2 out of 27 school children (7%) recognized the website as being a hoax results that are worse, even, than those of the 2007 US study, where the website was recognized as being unreliable by slightly more than 6 out of 53 school children (11%). Design/methodology/approach – Replication of a US empirical study in the Netherlands to examine whether schoolchildren were able to identify the spoof website Save The Pacific Northwest Tree Octopus as a fake. Leu’s appearance on CNN discussing the recent debate can be below.Purpose – This paper proposes a New Literacies approach to get insight into young people’s capability to detect Fake News. The Yahoo blog post, with all of the associated comments can be found here.įinally, video of Dr. Leu’s talk that spawned this debate can be found here. The press release from Pearson with the details about Dr. Research and presentation documents from the New Literacies Research Lab at the University of Connecticut can be found here. The page with the research documents and relevant presentations from the TICA team can be found here. The Pacific Northwest Tree Octopus website can be found here. The purpose of this blog post is to pull together some of the relevant links that have been involved in this debate over the past week and give individuals that may have missed what has happened some context as to the extent of the debate. This work was detailed in various publications and presented at numerous conferences over the past several years. Henry, Jackie Malloy, Kathy Robbins, Angela Rogers, and Lisa Zawilinski). Reinking, and others (Amy Carter, Jill Castek, Julie Coiro, Laurie A. ![]() ![]() A recent “debate” erupted last week over some research that was conducted during the Teaching Internet Comprehension to Adolescents (TICA) grant by Dr. ![]()
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