Examining Fourth and Fifth Graders’ Critical Evaluation of Web Content

• In Event: Roundtable Session 42
  In Roundtable Session: Research in Reading and Literacy SIG Roundtable 3: Reading and Writing

Abstract

This mixed methods study examined the critical evaluation strategies 4th and 5th graders used to evaluate Web content. This inquiry was grounded in a new literacies of online reading comprehension perspective which includes: a) questioning; b) searching; c) critically evaluating; d) synthesizing; and e) communicating information. A participant observer approach and mixed-method analysis was used. Students’ ability to critically evaluate online information was compared to a matched control group. Although the experimental group received 15 weeks of online literacy instruction, including specific techniques for evaluating Web content, their scores on a performance based measure of critical evaluation were not significantly higher than those of a control group. This suggests that critical evaluation requires focused attention across several years of instruction.

Author

• Jill M. Castek, Portland State University