Wikipedia Knowledge, Algorithm Awareness, and Reading Comprehension Influence Undergraduates’ Preference and Use of Lateral Reading (Poster 12): Division C - Section 2a: Cognitive and Motivational Processes, 2:49 PM

• In Event: e-Lightening Ed-Talk Session 4

Abstract

Lateral reading involves leaving online content to investigate sources, find better coverage, and trace information back to original contexts. This study contrasted students’ preference and use of lateral reading. Undergraduates (N = 483) often selected lateral reading as the “best” strategy to evaluate content (multiple-choice problems) without demonstrating use of lateral reading (open-response problems). Use of lateral reading was associated with higher Wikipedia knowledge, algorithm awareness, and reading comprehension; preference was associated with higher reading comprehension. Lower rates of lateral reading were observed on source investigation problems. Students with higher Wikipedia knowledge showed greater preference for reading laterally to investigate sources. Findings suggest that students may need encouragement to use Wikipedia to take bearings to improve their online information-evaluation skills.

Authors

• Patricia J. Brooks, Graduate Center - CUNY

• Arshia K. Lodhi, Graduate Center - CUNY

• C. Donnan Gravelle, Graduate Center - CUNY

• Jessica E. Brodsky, Graduate Center - CUNY

• Maryam J. Syed, College of Staten Island - CUNY

• Donna Scimeca, College of Staten Island - CUNY