Myths and Misinformation: The Role of a Monitoring Intervention in Negotiating Conflicting Sources of Information

• In Event: AERA Poster Session 8
  In Poster Session: Section 1a, Poster Session 2. Literacy: Reading and Writing Across Contexts (San Diego)

Abstract

This study investigated a monitoring intervention in the context of learning from multiple sources of conflicting information about the learning styles myth. The research questions examined the intervention’s impact on students' beliefs, knowledge, argumentative writing, source use, and multiple-text strategy use. Undergraduates (n=150) in introductory education courses participated in this study. Learners were randomly assigned to the monitoring instruction (n=76) or control (n=74). Results from two-tailed independent t-tests did not indicate significant differences between conditions in beliefs, knowledge, argumentative writing, source use, or multiple-text strategy use. Although results suggest that the intervention was ineffective, they contribute important findings and future directions, such as addressing the intervention’s brevity and incorporating more practice, feedback, and repeated exposure.

Authors

• Taylor M. Young, The Pennsylvania State University

• Rayne A. Sperling, The Pennsylvania State University

• Peggy N. Van Meter, The Pennsylvania State University