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Please use this identifier to cite or link to this item: http://hdl.handle.net/2320/11224

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Title: Negotiating the role of sources: Educators' conceptions of credibility in participatory media
Authors: Francke, Helena
Sundin, Olof
Department: University of Borås. Swedish School of Library and Information Science
Issue Date: 2012
Journal Title: Library & Information Science Research
ISSN: 0740-8188
Volume: 34
Issue: 3
Pages: 169–175
Publisher: Elsevier
Media type: text
Publication type: article, peer reviewed scientific
Keywords: information literacy
credibility
teachers
school librarians
participatory media
Wikipedia
Subject Category: Subject categories::Social Sciences::Other Social Sciences not elsewhere specified::Other Social Sciences not elsewhere specified
Subject categories::Social Sciences::Social Sciences::Pedagogy::Pedagogy
Research Group: LinCS
Area of Research: Information practices
Strategic Research Area: Library and information science
Abstract: Participatory media are commonly used in today's society for a variety of purposes. The credibility associated with these media is sometimes contested, and their acceptance into school practices has been debated. Focus group interviews with teachers and librarians in upper secondary schools in Sweden are used to investigate conceptions and experiences of activities involving the critical evaluation of participatory media, with a particular focus on Wikipedia. Three themes are addressed. The first concerns how the teaching of the critical evaluation of sources is organized and comanaged between teachers and librarians. The second describes educators' experiences of print versus digital media, and their worry because students have problems negotiating the information architecture of print media. The third theme deals with conceptions of the credibility of Wikipedia. Four conceptions of credibility are identified: credibility is associated with the control and stability of a source; it is considered to be strengthened when several sources support a claim; it is viewed as situational and partial, rather than absolute; and it is associated with a multiplicity of voices and democratic forms of production. These findings may be used to inform educational activities around credibility and authority in schools by raising self-awareness among educators of various ways to talk about the credibility of sources with both colleagues and students.
Sponsorship: Swedish Research Council, dnr 2007–3399
DOI: 10.1016/j.lisr.2011.12.004
URI: http://hdl.handle.net/2320/11224
Sustainable development: -
Appears in Collections:Artiklar och rapporter / Articles and reports (BHS)

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