Contributions of Student and Teacher Factors to Students’ Ability to Critically Evaluate Online Information

• In Event: Understanding Digital Literacy Practices in and out of School

Abstract

This paper presents quantitative findings from a study that examined how well seventh-grade students in two states (n=1,584) critically evaluated online information and the student and teacher factors that contributed to students’ ability to do so. Results indicated that critical evaluation (CE) was the most difficult of four online research comprehension skills measured. Results also indicated students’ assessments of their overall ability to evaluate online information were small but significant. Interestingly, teacher factors did not significantly contribute to students’ CE scores. Findings suggest that critical evaluation persists as one of the most difficult online research comprehension skills, even in a younger population, and that teachers may need to spend more time explicitly teaching component skills of online CE.

Authors

• Elena Forzani, University of Connecticut

• Donald J. Leu, University of Connecticut

• Jonna M. Kulikowich, The Pennsylvania State University

• Nell Sedransk, National Institute of Statistical Sciences

• Julie Coiro, University of Rhode Island