Improving University Students' Web Savvy: An Intervention Study

Autor/inn/en	McGrew, Sarah; Smith, Mark; Breakstone, Joel; Ortega, Teresa; Wineburg, Sam
Titel	Improving University Students' Web Savvy: An Intervention Study
Quelle	In: British Journal of Educational Psychology, 89 (2019) 3, S.485-500 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McGrew, Sarah) ORCID (Smith, Mark) ORCID (Breakstone, Joel) ORCID (Ortega, Teresa) ORCID (Wineburg, Sam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12279
Schlagwörter	College Students; Internet; Information Sources; Credibility; Evaluative Thinking; Student Improvement; Media Literacy; Young Adults; Writing Instruction; Intervention; College Curriculum + Suchen Sie Ihr Suchwort? Collegestudent; Information source; Informationsquelle; Glaubwürdigkeit; Media skills; Medie competence; Medienkompetenz; Young adult; Junger Erwachsener; Schreibunterricht
Abstract	Background: Young people increasingly turn to the Internet for information about social and political issues. However, they struggle to evaluate the trustworthiness of the information they encounter online. Aims: This pilot study investigated whether a focused curricular intervention could improve university students' ability to make sound judgements of credibility. Sample: Participants (n = 67) were students in four sections of a 'critical thinking and writing' course at a university on the West Coast of the United States. Course sections were randomly assigned to treatment (n = 29) and control conditions (n = 38). Methods: We conducted a pre-and-posttest, treatment/control experiment using a 2 × 2 × 2 design (treatment condition × order × time) with repeated measures on the last factor. Students in the treatment group received two 75-min lessons on evaluating the credibility of online content. An assessment of online reasoning was administered to students 6 weeks prior to the intervention and again 5 weeks after. Results: Students in the treatment group were significantly more likely than students in the control group to have shown gains from pretest to posttest. Conclusions: Results suggest that teaching students a small number of flexible heuristics that can be applied across digital contexts can improve their evaluation of online sources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01