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Foundational skills and dispositions for learning: an experience with Information Problem Solving on the web

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Foundational skills and dispositions for learning : an experience with Information Problem Solving on the web . / Caviglia, Francesco; Delfino, Manuela.

In: Technology, Pedagogy and Education, Vol. 25, No. 4, 27.01.2016, p. 487-512.

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaperJournal articleResearchpeer-review

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Caviglia, Francesco ; Delfino, Manuela. / Foundational skills and dispositions for learning : an experience with Information Problem Solving on the web . In: Technology, Pedagogy and Education. 2016 ; Vol. 25, No. 4. pp. 487-512.

Bibtex

@article{aec4abfa865849f5a226d27434bda541,
title = "Foundational skills and dispositions for learning: an experience with Information Problem Solving on the web ",
abstract = "Active participation in the information society requires the ability to find some order in the chaotic nature of the Web and not to get lost within the endemic presence of inaccurate, misleading, biased and false information. This article presents an approach to Information Problem Solving (IPS) – that is, finding, understanding and assessing information on the Web – and discusses a study carried out in an Italian secondary school, using an experimental and a control group. The study aimed at exploring how to best foster IPS skills, and observing whether and how IPS activities could promote the development of more general learning dispositions and competences. After a period of training with IPS activities, the experimental group showed different dispositions towards learning from a text and engaging with open-ended questions. Despite serious limitations in the depth of analysis, most students were able to reach acceptable solutions; at the same time, they felt empowered and developed an embryonic critical attitude on which it might be possible to build further.",
keywords = "Information Problem Solving, digital literacy, critical literacy, secondary school",
author = "Francesco Caviglia and Manuela Delfino",
year = "2016",
month = jan,
day = "27",
doi = "10.1080/1475939X.2015.1080756",
language = "English",
volume = "25",
pages = "487--512",
journal = "Technology, Pedagogy and Education",
issn = "1475-939X",
publisher = "Routledge",
number = "4",

}

RIS

TY - JOUR

T1 - Foundational skills and dispositions for learning

T2 - an experience with Information Problem Solving on the web

AU - Caviglia, Francesco

AU - Delfino, Manuela

PY - 2016/1/27

Y1 - 2016/1/27

N2 - Active participation in the information society requires the ability to find some order in the chaotic nature of the Web and not to get lost within the endemic presence of inaccurate, misleading, biased and false information. This article presents an approach to Information Problem Solving (IPS) – that is, finding, understanding and assessing information on the Web – and discusses a study carried out in an Italian secondary school, using an experimental and a control group. The study aimed at exploring how to best foster IPS skills, and observing whether and how IPS activities could promote the development of more general learning dispositions and competences. After a period of training with IPS activities, the experimental group showed different dispositions towards learning from a text and engaging with open-ended questions. Despite serious limitations in the depth of analysis, most students were able to reach acceptable solutions; at the same time, they felt empowered and developed an embryonic critical attitude on which it might be possible to build further.

AB - Active participation in the information society requires the ability to find some order in the chaotic nature of the Web and not to get lost within the endemic presence of inaccurate, misleading, biased and false information. This article presents an approach to Information Problem Solving (IPS) – that is, finding, understanding and assessing information on the Web – and discusses a study carried out in an Italian secondary school, using an experimental and a control group. The study aimed at exploring how to best foster IPS skills, and observing whether and how IPS activities could promote the development of more general learning dispositions and competences. After a period of training with IPS activities, the experimental group showed different dispositions towards learning from a text and engaging with open-ended questions. Despite serious limitations in the depth of analysis, most students were able to reach acceptable solutions; at the same time, they felt empowered and developed an embryonic critical attitude on which it might be possible to build further.

KW - Information Problem Solving, digital literacy, critical literacy, secondary school

U2 - 10.1080/1475939X.2015.1080756

DO - 10.1080/1475939X.2015.1080756

M3 - Journal article

VL - 25

SP - 487

EP - 512

JO - Technology, Pedagogy and Education

JF - Technology, Pedagogy and Education

SN - 1475-939X

IS - 4

ER -