Journal
JOURNAL OF ADOLESCENT & ADULT LITERACY
Volume 63, Issue 4, Pages 401-414Publisher
WILEY
DOI: 10.1002/jaal.1004
Keywords
Informational text < Strategies; methods; and materials; Reading strategies < Strategies; methods; and materials; Critical literacy < Theoretical perspectives; Comprehension; Information processing < Comprehension; Comprehension; Digital; media literacies; Instructional strategies; methods and materials; 3-Early adolescence; 4-Adolescence; 5-College; university students
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Recently, many have released calls for the need to help students evaluate online information. Additionally, many have offered strategies, lists, and other heuristics for helping students evaluate. However, educators lack a method for organizing these various practices into a systematic framework that captures the complex (occurring within online inquiry) and multifaceted (having multiple components) nature of evaluation. Such a framework can guide students as they evaluate information online. The author proposes such a framework that positions readers as proactive judges engaging in iterative evaluation of relevancy and credibility within and across three tiers (content, source, and context) and multiple texts while researching a topic of interest during online research and comprehension. The author also offers three instructional practices for engaging students in the framework, as well as an example of one student using the framework with support from his teacher.
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