Promoting Sixth Graders’ Credibility Evaluation Skills With Video-Based Instruction

• In Event: Sunday Roundtable Session 7:45 am
  In Roundtable Session: From Transaction to Transformation: Elevating the Literacy Practices of Adolescent Youth (Table 16)

Abstract

This study tested the efficacy of video-based instruction in promoting sixth graders’ credibility evaluation of online texts and clarified whether storified video-based instruction had added value compared to non-storified video-based instruction. Students participated in either storified (students joined ta detective school) or non-storified video-based instruction and related learning activities (4 x 45 minutes). Students (N=280) were recruited from 15 voluntary classes; six classes participated in storified instruction, six in non-storified instruction, and three were control classes. Students’ credibility evaluation skills were measured with a validated web-based evaluation task (pre-post-test design). Intervention groups outperformed the control group in evaluating less credible texts, whereas the intervention groups performed equally well. The groups did not differ in evaluating the more credible texts.

Authors

• Carita Kiili, Tampere University

• Julie Coiro, University of Rhode Island

• Kristian Kiili, Tampere University of Technology

• Eija Räikkönen, University of Jyväskylä