This document discusses critical internet literacy and the need for new skills and strategies to evaluate information found online. It presents a study called PEN-CIL that examined how adults and children determine how many stars exist. Participants used the PEN-CIL framework to plan, evaluate, and navigate websites on this topic. The study found that collaboration and fulfilling roles in the PEN framework led to fewer errors in judging website trustworthiness and relevance compared to working individually. It concludes that internet reading strategies, comprehension, and effective group processes are important skills for critical evaluation of online information.
Similar to Critical Internet Literacy: How capable are children of making sound judgments about the trustworthiness and relevance of Internet sites? (20)
Critical Internet Literacy: How capable are children of making sound judgments about the trustworthiness and relevance of Internet sites?
1. Colin Harrison
Learning Sciences Research Institute/School of Education
University of Nottingham
colin.harrison@nottingham.ac.uk
Critical Internet Literacy:
How capable are children of making sound
judgments about the trustworthiness and
relevance of Internet sites?
2. Duerager, A., and Livingstone, S. (2012) How can
parents support children’s internet safety? EU Kids
Online, London, UK.
Coiro, J., Knobel, M., Lankshear, C., & Leu, D.
J. (Eds.). (2014). Handbook of research on
new literacies. Routledge.
Harrison, C., Dwyer, B., & Castek, J.
(2014). Using technology to improve reading
and learning. Shell Education, California, USA.
3. New skills and strategies for critical
literacy in a post-typographical world
What are the ‘new skills and
strategies’?
Who says we need them?
The British
Library:
25,000,000
books
4. New skills and strategies for critical
literacy in a post-typographical world
What are the ‘new skills and
strategies’?
Who says we need them?
The Internet:
25,000,000,000 sites:
‘A room with 25
billion doors’
6. The Pacific Tree Octopus site
The need for Critical Internet Literacy:
7.
8. The need for Critical Internet Literacy:
http://martinlutherking.org/
9. The need for Critical Internet Literacy:
http://martinlutherking.org/
10. PEN-CIL
Plan Evaluate Navigate- Critical Internet Literacy
Group work: more constructive goal-setting, collaboration and mutual support for
learning
PLANNER- where should we go, and what should we do when we get there?
Copy/ move / change / delete?
Summarise? (From page?)
Synthesise (across sources?)
EVALUATOR- understanding? 5-finger test? Trust? Evidence?
NAVIGATOR- how do we get there?
Search terms?
Are we there yet?
URL evaluation
URL decision
Look for key words
11. PEN-CIL Study ‘How many stars?’
N = 6 adult participants
N = 18 children aged 10.8-11.8
20. PEN-CIL Study ‘How many stars?’
Skill area Tactic Undesirable Desirable
Internet reading
strategies
Comprehension/inference
Group processes
21. PEN-CIL Stars sites
Dangerous place
to be if you’re
wrong-
High trust /
High relevance
Safer place to be
if you’re wrong-
Low trust /
Low relevance
34. PEN-CIL Stars sites: ‘Answers.com’
Groups that
collaborate
make fewer
errors of
judgment
Groups that
work as
individuals are
more at risk of
making errors of
judgment
35. PEN-CIL Study - Conclusions
Skill area Tactic Undesirable Desirable
Internet reading
strategies
Read task carefully Proceed with poor
understanding of task
Proceed with good
understanding of task
Read text fully Read every word aloud ‘Let’s skim’
Neglect to scroll down Scroll down and read all of
the text
Be alert/suspicious Attracted to eye candy Mistrust advertisements
Fail to consider author’s
purpose
Mistrust over-friendly tone
Comprehension/inference Read between the lines Fail to monitor
comprehension
Monitor individual and
group comprehension
Make premature decisions Make late decisions
Fail to integrate information
across source(s)
Integrate information across
source(s)
Group processes Collaboration P-E-N Roles not clear P-E-N Roles clear
Fail to fulfill roles Fulfill roles
Ignore opinions of other
group members
Make joint decisions on
relevance and
trustworthiness
36. Colin Harrison
Learning Sciences Research Institute/School of Education
University of Nottingham
colin.harrison@nottingham.ac.uk
Critical Internet Literacy:
How capable are children of making sound
judgments about the trustworthiness and
relevance of Internet sites?
Editor's Notes
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction
the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning
our approach has two major emphases;
the first is to capture the ecology of learning
the second is to use new technologies to develop representations of the use of ICT for learning
the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE.
the project is collecting data in three phases:
PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs;
PHASE II 200+Teacher logs of individual lessons;
PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.