Evaluating source credibility during online inquiry: Lessons from the Wonder Project

Abstract

AbstractHow do students make sense of sources encountered during online inquiry, when the source types can be as varied as the topics themselves? This paper presents findings from a multiple-case study exploring how four 8th grade students evaluated source credibility while engaged in independent research during an inquiry-based information literacy curriculum. This cross-case Yinian case study explores each student’s challenges through research and instructional lenses, including sources cited, strategies implemented, and the diversity of obstacles students encountered during their independent inquiry. Findings indicated that each student’s inquiry elicited specific challenges: a student researching climate justice mistakes scientific consensus for public agreement, a student researching a current event keeps pace with rapidly evolving information, and a student determined to ban homework encounters confirmation bias. Lessons learned from these cases align with implications for pragmatic classroom instruction.Keywords: credibilitydigital readingInformation literacyonline inquiry AcknowledgmentsThe author would like to thank Dr. Jon Mundorf, Dr. Taylor Bainter, and Mr. John Bourne for their partnership during the Wonder Project, as well as all members of the Wonder Project team.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsGillian E. MertensGillian E. Mertens is an Assistant Professor of Literacy Education at SUNY Cortland. Her research interests include critical information, media, and health literacies and their influence on applied literacy practices. E-mail: gillian.mertens@cortland.edu.