How high-school students find and evaluate scientific information : A basis for information literacy skills development

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Are They Learning? Are We? Learning Outcomes and the Academic Library (2011, background): “” Indeed, some authors argue that information literacy concepts overlap with many other traditions [36], such as the scientific method [37], general research processes [38], and Bloom’s taxonomy [39].”
Lateral Reading: Reading Less and Learning More When Evaluating Digital Information (2017, background): “Young people 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 &…”
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).”
Spontaneous Sourcing Among Students Reading Multiple Documents (2013, background): “…in fields such as text comprehension (Britt & Aglinskas, 2002; Rouet, 2006; Wineburg, 1991), information literacy (Julien & Barker, 2009; Walraven, Brand-Gruwel, & Boshuizen, 2008), and science literacy (Norris, 1995) are concerned that students, at primary…”