Introduction to the special issue ‘How adolescents read and learn on the Web: internal and external factors

  1. Mônica Macedo-Rouet 1
  2. Yvonne Kammerer 2
  3. Raquel Cerdán 3
  1. 1 Université Paris
  2. 2 Leibniz-Institut für Wissensmedien & Open Universiteit
  3. 3 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Show affiliations +
Journal:
Journal for the Study of Education and Development, Infancia y Aprendizaje

ISSN: 0210-3702,  1578-4126

Year of publication: 2020

Issue Title: How adolescents read and learn on the Web: Internal and external factors / Cómo leen y aprenden los adolescentes en la red: factores internos y externos

Volume: 43

Issue: 1

Pages: 9-18

Type: Article

DIALNET GOOGLE SCHOLAR

More publications in: Journal for the Study of Education and Development, Infancia y Aprendizaje

Abstract

The World Wide Web has become a major information resource foradolescents (i.e., 10–19 years of age), offering an unprecedentedamount of information on virtually any topic. While the Web canpotentially offer new learning opportunities, it also presents sev-eral challenges. Reading and learning on the Web requires a set ofadvanced literacy skills that adolescents do not necessarily possessand need to develop in order to effectively deal with the complex-ity of information encountered online. This special issue bringstogetherfive empirical articles and a discussion paper that exam-ine internal and external factors that are beneficial (or detrimental)to adolescents’reading and learning on the Web, and contributeto explaining how young learners develop complex literacy skills.Theoretically, the special issue contributes to the conceptualiza-tion of what researchers refer to as‘multiple documents literacy’.In practice, it informs researchers and educators of emergingempirical results regarding adolescents’information behaviour,as well as on instructional strategies that can be effective fordeveloping adolescents’literacy skills.

Bibliographic References

  • Agosto, D. E., & Hughes‐Hassell, S. (2006). Toward a model of the everyday life information needs of urban teenagers, part 2: Empirical model. Journal of the American Society for Information Science and Technology, 57, 1418–1426.
  • Anmarkrud, Ø., Bråten, I., & Strømsø, H. I. (2014). Multiple-documents literacy: Strategic processing, source awareness, and argumentation when reading multiple conflicting documents. Learning and Individual Differences, 30, 64–76.
  • Behrens, P., & Rathgeb, T. (2018). JIM-Studie 2018 – Jugend, Information, (Multi-)Media. Basisstudie zum Medienumgang 12- bis 19-Jähriger in Deutschland. Medienpädagogischer Forschungsverbund Südwest.
  • Bråten, I., Stadtler, M., & Salmerón, L. (2018). The role of sourcing in discourse comprehension. In M. Schober, D. N. Rapp, & M. A. Britt (Eds.), Handbook of discourse processes (pp. 141–166). New York, NY: Taylor & Francis.
  • Britt, M. A., Rouet, J.-F., & Durik, A. (2018). Literacy beyond text comprehension. UK: Routledge.
  • Crone, E. A., & Konijn, E. A. (2018). Media use and brain development during adolescence. Nature Communications, 9, 588.
  • Eurostat. (2015). Being young in Europe today. Retrieved from http://ec.europa.eu/eurostat/documents/3217494/6776245/KS-05-14-031-EN-N.pdf/18bee6f0-c181-457d-ba82-d77b314456b9
  • Goldman, S. R., & Brand-Gruwel, S. (2018). Learning from multiple sources in a digital society. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 86–95). New York, NY: Routledge.
  • Hendriks, F., Kienhues, D., & Bromme, R. (2015). Measuring laypeople’s trust in experts in a digital age: The Muenster Epistemic Trustworthiness Inventory (METI). PLoS One, 10, e0139309.
  • Kammerer, Y., Meier, N., & Stahl, E. (2016). Fostering secondary-school students’ intertext model formation when reading a set of websites: The effectiveness of source prompts. Computers & Education, 102, 52–64.
  • Livingstone, S., Mascheroni, G., & Staksrud, E. (2018). European research on children’s internet use: Assessing the past and anticipating the future. New Media & Society, 20, 1103–1122.
  • Macedo‐Rouet, M., Potocki, A., Scharrer, L., Ros, C., Stadtler, M., Salmerón, L., & Rouet, J.-F. (2019). How good is this page? Benefits and limits of prompting on adolescents’ evaluation of web information quality. Reading Research Quarterly, 54, 299–321.
  • Metzger, M. J., Flanagin, A. J., Markov, A., Grossman, R., & Bulger, M. (2015). Believing the unbelievable: Understanding young people’s information literacy beliefs and practices in the United States. Journal of Children and Media, 9, 325–348.
  • Paul, J., Cerdán, R., Rouet, J.-F., & Stadtler, M. (2018). Exploring fourth graders’ sourcing skills / Un análisis de la capacidad de escrutinio sobre las fuentes de información de los estudiantes de cuarto grado. Infancia y Aprendizaje, 41, 536–580.
  • Porat, E., Blau, I., & Barak, A. (2018). Measuring digital literacies: Junior high-school students perceived competencies versus actual performance. Computers & Education, 126, 23–36.
  • Rouet, J.-F., & Britt, M. A. (2011). Relevance processes in multiple document comprehension. In M. T. McCrudden, J. P. Magliano, & G. Schraw (Eds.), Text relevance and learning from text (pp. 19–52). Greenwich, CT: Information Age Publishing.
  • Rouet, J.-F., & Potocki, A. (2018). From reading comprehension to document literacy: Learning to search for, evaluate and integrate information across texts / De la lectura a la alfabetización documental: Aprender a buscar, evaluar e integrar información de diversos textos. Infancia y Aprendizaje, 41, 415–446.
  • Salmerón, L., Cerdán, R., & Naumann, J. (2015). How adolescents navigate Wikipedia to answer questions / ¿Cómo navegan los adolescentes en Wikipedia para contestar preguntas? Infancia y Aprendizaje, 38, 435–471.
  • Salmerón, L., García, A., & Vidal-Abarca, E. (2018). The development of adolescents’‘ comprehension-based Internet reading skills. Learning and Individual Differences, 61, 31–39.
  • Sbaffi, L., & Rowley, J. (2017). Trust and credibility in web-based health information: A review and agenda for future research. Journal of Medical Internet Research, 19, e218.
  • Schmutz, B., Guillaume, M., & Lorenzi, P., (2017). Junior Connect’ 2017. Enquête IPSOS. Retrieved from https://www.ipsos.com/fr-fr/junior-connect-2017-les-jeunes-ont-toujours-une-vie-derriere-les-ecrans
  • Sweet, A. P., & Guthrie, J. T. (1996). How children’s motivations relate to literacy development and instruction. The Reading Teacher, 49, 660.
  • Taylor, A., & Dalal, H. A. (2014). Information literacy standards and the World Wide Web: Results from a student survey on evaluation of Internet information sources. Information Research: An International Electronic Journal, 19. Retrieved from http://InformationR.net/ir/19-4/paper645.html
  • Valenzuela, S., Bachmann, I., & Aguilar, M. (2016). Socialized for news media use: How family communication, information-processing needs, and gratifications determine adolescents’ exposure to news. Communication Research, 46, 1095–1118.
Data source: Dialnet