How students evaluate information and sources when searching the World Wide Web for information

By Amber Walraven, Saskia Brand-Gruwel, Henny P. A. Boshuizen. Comput. Educ., 2009

297 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/51d22d96013c114bec36f096092bbc04e1b5e806

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Sam Wineburg
2. Amber Walraven
3. sarah mcgrew
4. Saskia Brand-Gruwel
5. Iwan Wopereis

In Education

1. Sam Wineburg
2. sarah mcgrew
3. Saskia Brand-Gruwel
4. A. Saavedra

In Experimental and Cognitive Psychology

1. Sam Wineburg
2. Amber Walraven
3. sarah mcgrew
4. Saskia Brand-Gruwel

Citations in the corpus

• Lateral Reading and the Nature of Expertise: Reading Less and Learning More When Evaluating Digital Information (2019, background): “Instead, young people judge a website based on its relevance to their searching needs (Iding, Crosby, Auernheimer, & Klemm, 2009; Julien & Barker, 2009; Walraven et al., 2009) and its appearance (Agosto, 2002; Barzilai & Zohar, 2012).”
• A descriptive model of information problem solving while using internet (2009, background): “However, the study of Walraven et al. (2009) looked deeper into the evaluation criteria secondary education students use when evaluating sources and information.”
• Lateral Reading: Reading Less and Learning More When Evaluating Digital Information (2017, background): “…are more likely to judge a website based on its relevance to their searching needs (Iding, Crosby, Auernheimer, & Klemm, 2009; Julien & Barker, 2009; Walraven et al., 2009), its appearance, or how easy it is READING LESS AND LEARNING MORE     4 to navigate (Agosto, 2002; Barzilai & Zohar, 2012).”
• Students’ Civic Online Reasoning: A National Portrait (2021, background): “Students frequently ignored source information (Bartlett & Miller, 2011; Barzilai & Zohar, 2012), focusing instead on the relevance of the information provided (Walraven et al., 2009) and basing their conclusions on a website’s surface-level features (Coiro et al.”
• Can Students Evaluate Online Sources? Learning From Assessments of Civic Online Reasoning (2018, background): “…the veracity of its evidence, students use many of the heuristics adults use, including site design, ease of navigation, and goodness of fit between the content and the information students are looking for (Barzilai & Zohar, 2012; Iding, Crosby, Auernheimer, & Klemm, 2009; Walraven et al., 2009).”