Practicing Information Literacy in the Classroom
نویسندگان
چکیده
Artikelns syfte är att skapa en ökad förståelse för de utmaningar som uppstår när man i klassrumspraktiker skapar mening åt informationskompetens i allmänhet och i synnerhet åt trovärdighet. En kvalitativ studie har genomförts i två svenska gymnasieklasser med elever från andra året på samhällsvetenskapligt program. Artikeln ger en inblick i de utmaningar som pedagoger möter i samtidens skola när man rör sig i ett förändrat medielandskap som i ökad utsträckning bjuder in användare till att skapa och organisera digital information. Olika vägar att göra informationskompetens och, mer specifikt, trovärdighet till objekt för undervisningen diskuteras. Vidare identifieras en inflytelserik diskurs kopplad till trovärdighet, en diskurs som fokuserar på kontroll. I studien dras slutsatsen att pedagoger behöver återvända till de traditionella kriterierna för källkritik och diskutera hur dessa kan utnyttjas i digitala miljöer i syfte att erhålla en ökad reflexivitet vid källkritiska bedömningar.
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