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Metacognition and web credibility

Metacognition and web credibility Purpose – The research reported here generated a list of criteria adopted by postgraduate students when evaluating websites. The analysis presented aims to determine whether metacognition played any part in the evaluation of websites by volunteers. Design/methodology/approach – Forty‐eight students participated in the study. They carried out a series of searches designed to bring them into contact with a range of websites, from forums to electronic books. The students were encouraged to “think aloud” as they searched, and to explain their actions and strategies. Search sessions were recorded, transcribed, and subjected to ethnographic content analysis. Findings – A range of evaluation criteria is presented. The criteria were applied at different stages of the search process and demonstrate varying degrees of metacognition. Observations on evaluation processes are also presented. Factors affecting evaluation included the purpose of the search, advice received from lecturers, and the perceived nature of the website. Practical implications – Some volunteers encountered difficulties because of an overly simplistic approach to evaluation. Any training in information literacy skills should aim at equipping students with guidelines to help them assess the credibility of websites, while encouraging them to reflect on the nature of their search task and to apply the guidelines accordingly. Originality/value – The evaluation criteria and processes described in this paper are induced from detailed observations of a large cohort of students. The qualitative nature of the study meant that these observations could be put into the context of the students' own reflections on their choice of website. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Electronic Library Emerald Publishing

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References (30)

Publisher
Emerald Publishing
Copyright
Copyright © 2012 Emerald Group Publishing Limited. All rights reserved.
ISSN
0264-0473
DOI
10.1108/02640471211275710
Publisher site
See Article on Publisher Site

Abstract

Purpose – The research reported here generated a list of criteria adopted by postgraduate students when evaluating websites. The analysis presented aims to determine whether metacognition played any part in the evaluation of websites by volunteers. Design/methodology/approach – Forty‐eight students participated in the study. They carried out a series of searches designed to bring them into contact with a range of websites, from forums to electronic books. The students were encouraged to “think aloud” as they searched, and to explain their actions and strategies. Search sessions were recorded, transcribed, and subjected to ethnographic content analysis. Findings – A range of evaluation criteria is presented. The criteria were applied at different stages of the search process and demonstrate varying degrees of metacognition. Observations on evaluation processes are also presented. Factors affecting evaluation included the purpose of the search, advice received from lecturers, and the perceived nature of the website. Practical implications – Some volunteers encountered difficulties because of an overly simplistic approach to evaluation. Any training in information literacy skills should aim at equipping students with guidelines to help them assess the credibility of websites, while encouraging them to reflect on the nature of their search task and to apply the guidelines accordingly. Originality/value – The evaluation criteria and processes described in this paper are induced from detailed observations of a large cohort of students. The qualitative nature of the study meant that these observations could be put into the context of the students' own reflections on their choice of website.

Journal

The Electronic LibraryEmerald Publishing

Published: Sep 28, 2012

Keywords: Information; Information literacy; Information searches; Worldwide web; Website classification; Evaluation; Internet; Searching

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