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To assess and be as...
To assess and be assessed : upper secondary school students’ narratives of credibility judgements
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- Lundh, Anna Hampson (författare)
- Högskolan i Borås,Akademin för bibliotek, information, pedagogik och IT,Curtin University,LinCS
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- Francke, Helena (författare)
- Högskolan i Borås,Lund University,Lunds universitet,Avdelningen för ABM, digitala kulturer samt förlags- och bokmarknadskunskap,Institutionen för kulturvetenskaper,Institutioner,Humanistiska och teologiska fakulteterna,Division of ALM, Digital Cultures and Publishing Studies,Department of Arts and Cultural Sciences,Departments,Joint Faculties of Humanities and Theology,Akademin för bibliotek, information, pedagogik och IT,LinCS
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- Sundin, Olof (författare)
- Lund University,Lunds universitet,Avdelningen för ABM, digitala kulturer samt förlags- och bokmarknadskunskap,Institutionen för kulturvetenskaper,Institutioner,Humanistiska och teologiska fakulteterna,Division of ALM, Digital Cultures and Publishing Studies,Department of Arts and Cultural Sciences,Departments,Joint Faculties of Humanities and Theology,Department of Arts and Cultural Sciences, Lund University,LinCS
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(creator_code:org_t)
- Emerald Group Publishing Limited, 2015
- 2015
- Svenska.
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Ingår i: Journal of Documentation. - : Emerald Group Publishing Limited. - 0022-0418 .- 1758-7379. ; 71:1, s. 80-95
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Abstract
Ämnesord
Stäng
- Purpose – The purpose of this paper is to explore how students construct narratives of themselves as information seekers in a school context where their descriptions of their information activities are assessed and graded. Design/methodology/approach – Blog posts on credibility judgements written by 28 students at a Swedish upper secondary school were analysed through a bottom-up coding process based in the sociocultural concept of narratives of selves. Findings – Two tensions in the students’ accounts are identified. The first tension is that between the description of the individual, independent student and the description of the good group member. The second tension is between describing oneself as an independent information seeker and at the same time as someone who seeks information in ways that are sanctioned within the school setting. Research limitations/implications – The study focuses on a specific social practice and on situated activities, but also illustrates some aspects of information activities that pertain to educational contexts in general. It explores how social norms related to credibility judgements are expressed and negotiated in discursive interaction. Practical implications – The study highlights that when information activities become objects of assessment, careful consideration of what aspects are meant to be assessed is necessary. Originality/value – The study is based on the idea of information activities as socially and discursively shaped, and it illustrates some of the consequences when information activities become objects of teaching, learning, and grading.
Ämnesord
- SAMHÄLLSVETENSKAP -- Medie- och kommunikationsvetenskap -- Biblioteks- och informationsvetenskap (hsv//swe)
- SOCIAL SCIENCES -- Media and Communications -- Information Studies (hsv//eng)
Nyckelord
- Schools
- Students
- Learning
- Information literacy
- Credibility; Information Literacy; Information Practices; Internet Sources; Learning; Sociocultural theory; Students; Secondary schools; Sweden
- Library and Information Science
Publikations- och innehållstyp
- art (ämneskategori)
- ref (ämneskategori)
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