How students judge the relevance and reliability of information in the digital environment
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How students judge the relevance and reliability of information
in the digital environment
Curtis Watson
ALIA National Library & Information Technicians Symposium, 1 November 2013
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From: http://2.bp.blogspot.com/_nRfMpxrkFJU/S90JUgWQksI/AAAAAAAAAVk/Xwk3isGSMp8/s1600/brain%2520puzzle.gif
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Participants
Secondary school students undertaking information search tasks
• 37 students• Between 14 and 17 years of age • Years 9 to 11• From a school in south-eastern Australia
From: http://us.123rf.com/400wm/400/400/stockbroker/stockbroker0806/stockbroker080604128/3204223-secondary-school-students-in-a-school-hallway.jpg
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Data
• Students’ journals• Structured and semi-structured interviews• Think-aloud reports and video screen captures• Video-stimulated recall interviews• Questionnaires
From: http://www.bgsu.edu/departments/greal/llc/germanwq/Germ670_AYASalzburg/images/Interview.jpg
From: http://www.freewareguy.com/wp-content/uploads/2009/11/screencapture.jpg
From: http://languageartsgames.4you4free.com/word_analysis.gif
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From: http://bcdigital.com/media/portfolio_finals/bullseye.jpg
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‘the top one [is] easier to click’
‘with Google, the first one normally is the one you’re looking for’
(Sophie)
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‘it was the first one on the top of the list’
(Victoria)
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Sometimes the words are […] like they just have like a ‘Rome’ over here and a ‘dependence’ over there and […] and I just, I don’t go to them, I go to the ones where the words are like what I want and they’re all close together kind of thing.
(Karen)
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‘if the title, like the blue thing, matches what I’ve typed in, then I just go to it’
(Karen)
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‘Quite certain that a composer like him would have his own page ‘
(Paul)
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‘if it was very cluttered and a bit over my head, then I sort of went away from that to a more, to information that I could understand ‘
(Richard)
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‘it’s either going to mean I’ve got to buy it or I’m not really going to be able to view much of it’
(Sharon)
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‘Ah, Amazon, I don’t want to have to, I can’t buy a book’
(Chloe)
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‘Generally I just tend to skip videos’
‘it’s just harder to analyse [videos] and, if I’m doing an assignment, I just want what’s basic, given to me in plain English’
(Stefano)
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‘people’s opinions on analysis stuff generally aren’t very good’
(Gerard)
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‘usually I just go for the basics first, so I’ll get a basic outline of what I’m trying to find out and then I’ll just build on it after a few researching sessions’
(Mary-Ann)
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Chloe‘I generally start with Wiki, just if, I don’t know, just to give me a general idea’ … ‘Wikipedia, good place to start’
David‘Wikipedia gave me good background information about both the topics’
Edward‘It’s [Wikipedia’s] just a starting reference point for me’
Emily‘I always use it [Wikipedia] to get a summary of the things’
Jenny‘Wikipedia […] I just go to for a general overview’
Lionel‘I would tend to use a Wikipedia article, not as the only source but as something you can refer to and you can get a grounding knowledge in’
Mark‘I just get a base knowledge from Wikipedia […] it just starts me off, ’cause it always has like the start of everything’
Paul ‘Let’s have a look at Wikipedia to get just a general idea’‘Wikipedia’s useful in terms of, um, concepts or topics which you have absolutely no idea, you just need a brief introduction to it’
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Once you have a good site, sometimes you’ll take a piece of information from it, and search it from that, so like the physicist, so maybe I’ll search him from that first site that gave me the information on him. […] What I’d next do is just have a read through, see what else I can find and then search from that new information.
(Mary-Ann)
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‘they just went through it more thoroughly’
(Elizabeth)
‘they had the most information in them’
(Sophie)
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sort of scan-reading like the first sentence of each sort of paragraph and if it was, appeared that it would be helpful, I continued reading the paragraph and stuff’
(Victoria)
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From: http://www2.tfk-racoms.com/racoms/_picture/content/reliability.jpg
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‘There was just so much and it was a ‘.gov’ site […] so that usually does mean that it is reliable’
(Kristian)
‘weird-looking website but we’ll go to it, it’s got a dot org, I like dot orgs’
(Chloe)
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‘BBC, very, very reliable’
(Stefano)
[Referring to Geoscience Australia’s website] ‘really, really reliable’
(Gerard)
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‘It’s by the […] Geological Society, so they have a lot of, like, people contributing, so it’s not very biased but it’s got a lot of facts in it, which is good for this, um, I trust it, I do, and they have a very long reference list, which is also nice when you’re looking for things; looking through their references is also very good, so I think that’s a very trustable source.’
(Gerard)
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‘I’ll normally just go to the, take the information from that, double-check it with, um, newspapers and independent articles that have been written’
(Edward)
‘I compared this information to the basic information I had got from the Wikipedia site’
(David)
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‘they don’t look like there’s much design put into them … so I look at them and I think, well, that’s probably not the best one to choose’
(Richard)
‘I think if it’s too showy and has like too many advertisements, like, I’d kind of stay away, wouldn’t stay away, […] but I’d be, like, “This probably isn’t as, like, dependable as, like, a boring one” ’
(Karen)
‘[a] bit gimmicky but not too bad’
(Edward)
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‘if it was poorly written, I probably wouldn’t bother with them, even, no matter how good the, um, author is’
(Edward)
‘it sounded like a really good argument … he actually had evidence ’n’ discussed it in depth and stuff’
(Karen)
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‘I don’t usually check for the authors’
(Karen)
‘where the information comes from, it’ll usually say on the web page, if it’s come from a specific person, um, it might be a person who’s well-known or a person that’s, um, you know, properly trained, like a professor or something particular’
(Charlotte)
‘if it says like a doctor wrote it or something, […] it needs to actually have proof that it’s a really good, you know, piece of work’
(Michael)
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Theoretical statement 1
Convenience and pragmatism
• convenient and pragmatic approach to information search tasks
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Theoretical statement 1
Convenience and pragmatism
• convenient and pragmatic approach to information search tasks• research process unchallenging
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Theoretical statement 1
Convenience and pragmatism
• convenient and pragmatic approach to information search tasks• research process unchallenging• least challenging path to task completion
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Theoretical statement 1
Convenience and pragmatism
• convenient and pragmatic approach to information search tasks• research process unchallenging• least challenging path to task completion• depend on relevance rankings of search engines, favouring results that occur
early in a set, and do not demonstrate any understanding of the methods used by the search engine
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Theoretical statement 1
Convenience and pragmatism
• convenient and pragmatic approach to information search tasks• research process unchallenging• least challenging path to task completion• depend on relevance rankings of search engines, favouring results that occur
early in a set, and do not demonstrate any understanding of the methods used by the search engine
• heuristics save the effort of accessing the full resource
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Theoretical statement 1
Convenience and pragmatism
• convenient and pragmatic approach to information search tasks• research process unchallenging• least challenging path to task completion• depend on relevance rankings of search engines, favouring results that occur
early in a set, and do not demonstrate any understanding of the methods used by the search engine
• heuristics save the effort of accessing the full resource• intuitive judgements
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Theoretical statement 1
Convenience and pragmatism
• convenient and pragmatic approach to information search tasks• research process unchallenging• least challenging path to task completion• depend on relevance rankings of search engines, favouring results that occur early in a
set, and do not demonstrate any understanding of the methods used by the search engine
• heuristics save the effort of accessing the full resource• intuitive judgements• prevalence of information for relevance judgements and deciding topic’s main points
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Theoretical statement 2
Search for an overview
• strongly motivated to find overview of topic of interest
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Theoretical statement 2
Search for an overview
• strongly motivated to find overview of topic of interest• provides framework for learning from information sources found later
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Theoretical statement 2
Search for an overview
• strongly motivated to find overview of topic of interest• provides framework for learning from information sources found later • early adoption of information at hand may prevent deeper/broader exploration of
topic
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Theoretical statement 3
Incidental nature of establishing reliability
• information accords with that found in earlier sources
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Theoretical statement 3
Incidental nature of establishing reliability
• information accords with that found in earlier sources• students’ perceptions that teachers consider Wikipedia unreliable
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Theoretical statement 3
Incidental nature of establishing reliability
• information accords with that found in earlier sources• students’ perceptions that teachers consider Wikipedia unreliable• perceptions do not prevent use because provides overview of topics
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Theoretical statement 4
Prior knowledge
• two forms: information remembered from an earlier experience preconceptions of ability of genre, or information provider, to offer relevant
and reliable information
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Theoretical statement 4
Prior knowledge
• two forms: information remembered from an earlier experience preconceptions of ability of genre, or information provider, to offer relevant
and reliable information • reputation of a source’s reliability based on a generalised personal belief (outcome
of socialisation or personal experience?)
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Theoretical statement 5
Process of building knowledge
• filtering of information occurs in process of relevance judgements
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Theoretical statement 5
Process of building knowledge
• filtering of information occurs in process of relevance judgements• rare explicit judgements of reliability of information; depend on impressions of
trustworthiness
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Theoretical statement 5
Process of building knowledge
• filtering of information occurs in process of relevance judgements• rare explicit judgements of reliability of information; depend on impressions of
trustworthiness • matching employs judgements of relevance and reliability simultaneously
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Theoretical statement 5
Process of building knowledge
• filtering of information occurs in process of relevance judgements• rare explicit judgements of reliability of information; depend on impressions of
trustworthiness • matching employs judgements of relevance and reliability simultaneously• adding to finished product mostly occurs with little apparent discrimination
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Implications for practice
• checklist of features to gauge reliability of information not consonant with naturalistic decision making
• information adopted because of its early appearance ought to be questioned in later stages of the ISP
• prior knowledge should be harnessed more explicitly in the learning process
• background knowledge should be developed from more than one source.
From: http://mhpbooks.com/mobylives/wp-content/uploads/2010/07/ebooks1.jpg
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Follow-up study?
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I use Wikipedia to give me an introduction to my topic.
Wikipedia is a reliable source.
When I find information in one source, I check that information with information in another source.
I trust websites that have .org in their URLs.
Follow-up study?
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