{"pk":25761,"title":"Watch out! - An instruction raising students’ epistemic vigilance augments their\nsourcing activities","subtitle":null,"abstract":"Most students profit from the easy accessibility of online\ninformation, but specific competencies for successful reading on\nthe internet are seldom taught during class. Therefore, students\nmight not be able to choose credible information autonomously.\nEmpirical evidence suggests that high school students hardly\nevaluate the credibility of sources (“sourcing”) when reading\nmultiple documents. Consequently, effective interventions which\nfoster sourcing skills are needed. This study evaluates the effects\nof a written instruction designed to augment sourcing activities in a\nmultiple document reading task by inducing epistemic vigilance.\nThe written instruction introduces the concept of the division of\ncognitive labor and informs about low editorial control on the\ninternet. In comparison to a control group, students receiving the\ninstruction prior to completing an internet research task showed\nmore attention to, evaluation of, and memory for sources","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"learning from multiple documents; instructional\ndesign; source evaluation"},{"word":"division of cognitive labor"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/16v1k8dd","frozenauthors":[{"first_name":"Marc","middle_name":"","last_name":"Stadtler","name_suffix":"","institution":"University of Münster","department":""},{"first_name":"Johanna","middle_name":"","last_name":"Paul","name_suffix":"","institution":"University of Münster","department":""},{"first_name":"Silke","middle_name":"","last_name":"Globoschutz","name_suffix":"","institution":"University of Düsseldorf","department":""},{"first_name":"Rainer","middle_name":"","last_name":"Bromme","name_suffix":"","institution":"University of Münster","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25761/galley/15385/download/"}]}