A classroom teacher and a university researcher examined what criteria fourth‐grade students use to examine text authority and how traditional and new literacy skills may support such evaluation. Results of this case study indicate that students rely heavily on traditional reading skills, including background knowledge and vocabulary skill, to evaluate digital sources. Furthermore, the concept of expert is complex for students, who view it as an interaction between personal experience and objective evidence of authority, such as experience and education. The study shows how explicit instruction and continual practice are necessary to prepare students for web‐based reading and research.

中文翻译：

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“这太疯狂了……她是真实的”：四年级读者如何建立来源权威

一位课堂老师和一位大学研究人员检查了四年级学生使用哪些标准来检查文本权威，以及传统和新的识字技能如何支持这种评估。本案例研究的结果表明，学生严重依赖传统的阅读技巧（包括背景知识和词汇技巧）来评估数字资源。此外，专家的概念对于学生而言很复杂，他们将其视为个人经验与权威的客观证据（例如经验和教育）之间的相互作用。研究表明，为使​​学生为基于网络的阅读和研究做好准备，明确的指导和持续的实践是必要的。