Gymnasieelevers informationskompetens

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Gymnasieelevers informationskompetens

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Publication 1-year master student thesis
Title Gymnasieelevers informationskompetens
Author Prahl Heinesson, Josefin
Date 2017
English abstract
Todays youth faces difficulties when navigating on the World Wide Web where they constantly face an infinite amount of information. Therefore it has never been as important to equip the adults of tomorrow with the information literacy skills they need to be able to navigate and successfully evaluate the information. This study makes the attempt to chart the evaluation strategies amongst upper secondary highschool students by sending out a web-based survey consisting of 21 questions regarding their tendencies of searching and evaluating relevance and credibility of information. The result indicates that students efficiently find the information they are looking for on the Internet, but that the methods of evaluation needs further development. Additionally, the students use the qualities of presented information as the caret of the relevance of information, and the majority evaluate the relevance prior to the credibility of the information they face. The majority of the students only aspect of evaluating the credibility is to confirm it with a second source, without taking into account any underlaying purposes if the information or whether there is any bias between the two sources. This concludes that students needs to work more consciously with evaluation strategies to raise their awareness of how they evaluate information. This can be made by, in school context, make them account for how they do so, to make the analytical method of evaluating credibility a part of their metacognitive information literacy skill.
Publisher Malmö högskola/Lärande och samhälle
Pages 47
Language swe (iso)
Subject Informationskompetens
Gymnasiet
Källkritik
Relevans
Trovärdighet
Kognitiv auktoritet
Information literacy
Utvärdera
Evaluation
Credibility
Relevance
Student
Elev
Handle http://hdl.handle.net/2043/23068 Permalink to this page
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