Adolescents' Epistemic Processing and Critical Questioning With Multiple Internet Sources: Implications for Classroom Instruction

• In Event: Critical Issues in Literacy Research 2

Abstract

Recent studies have examined the cognitive strategies employed by students as they
navigate digital spaces in search of information. However, while these studies inform an understanding of the sophisticated aspects of online reading, an important addition to this work is the exploration of the connection between epistemic knowledge and learning from multisource text environments. By exploring how students’ epistemic processing influences their decisions about the information they choose to engage with, we can better understand the instructional relevance of epistemic processing as teachers seek to integrate digital sources into their instruction. This study explores the connection between students’ epistemic processing and the critical questions they generated after exploring a controversial topic and discusses the instructional implications.

Authors

• Lindsay Woodward, Drake University

• Byeong-Young Cho, University of Pittsburgh