Abstract

Prior research suggests that high school students often struggle to evaluate online content; however, with support, they can learn to conduct more effective digital evaluations. This study extends our understanding of how students attend to the source of online information and the role instruction may play in changing students’ evaluation of online sources. Reporting on the pre- and posttest responses of high school students (N = 420) who participated in an in-school intervention, this study suggests that students made progress in learning to investigate the source of web content and reading laterally. Findings have implications for how educators and researchers support students’ development as critical Internet users.

摘要

先前的研究表明，高中生经常难以评估在线内容；但是，在支持下，他们可以学习进行更有效的数字评估。这项研究扩展了我们对学生如何关注在线信息来源以及指导在改变学生对在线信息来源的评价方面可能发挥的作用的理解。本研究报告了 参与校内干预的高中生 ( N = 420)的前测和后测反应，表明学生在学习调查网络内容来源和横向阅读方面取得了进展。调查结果对教育工作者和研究人员如何支持学生作为关键的互联网用户的发展具有影响。