Instruction Increases Canadian Students’ Preference for and Use of Lateral Reading Strategies to Fact-Check Online Information

IF 3.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Aera Open Pub Date : 2023-01-01 DOI:10.1177/23328584231192106

Jessica E. Brodsky, P. J. Brooks, Dimitrios Pavlounis, Jessica Leigh Johnston

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引用次数: 1

Abstract

Canadian middle and high school students (N = 2,278) completed a “CTRL-F” curriculum teaching them how to evaluate online information by reading laterally to investigate sources, check claims, and trace information to original contexts. A subset of CTRL-F students (N = 316) were in classes with teacher-matched control groups (N = 287). Some CTRL-F students (N = 994) completed a delayed posttest. At pretest, students indicated preference for some lateral reading strategies, but preference rarely translated into use. Following instruction, CTRL-F students showed greater preference for and use of lateral reading than controls and greater alignment between preference and use. The curriculum’s impact varied by demographic factors but not by differences in implementation. Gains were maintained from posttest to delayed posttest. Direct instruction and practice in lateral reading appear to strengthen connections between students’ preferences and utilization of these strategies to evaluate online content relevant to academic and personal life.

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教学增加了加拿大学生对横向阅读策略的偏好和使用，以核实在线信息的事实

加拿大的初高中学生(N = 2278)完成了一个“CTRL-F”课程，教他们如何通过横向阅读来评估在线信息，调查来源，检查声明，并将信息追溯到原始语境。按ctrl键的学生子集(N = 316)与教师匹配的对照组(N = 287)在同一班级。一些按CTRL-F键的学生(N = 994)完成了延迟后测。在测试前，学生表现出对一些横向阅读策略的偏好，但这种偏好很少转化为使用。在指导下，按CTRL-F键的学生比控制组更喜欢和使用横向阅读，并且偏好和使用之间更一致。课程的影响因人口因素而异，但不受实施方式差异的影响。从后测到延迟后测，收益保持不变。横向阅读的直接指导和实践似乎加强了学生对这些策略的偏好和利用之间的联系，以评估与学术和个人生活相关的在线内容。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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