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To Read or Not to Read: A Qualitative Study of Students' Justifications for Document Selection in Task-Oriented Reading.

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Title: To Read or Not to Read: A Qualitative Study of Students' Justifications for Document Selection in Task-Oriented Reading.
Authors: Stenseth, Tonje, Strømsø, Helge I.
Source: Scandinavian Journal of Educational Research. Aug2019, Vol. 63 Issue 5, p771-788. 18p.
Subjects: Qualitative research, Document selection, Secondary school students, Information resources, Nuclear power plants
Abstract: When navigating through the vast amount of information that we encounter in our everyday lives, we constantly make decisions concerning what information to read more closely and what information to disregard. Consideration of the relevance and trustworthiness of information sources facilitates those decisions. In the present study, we interviewed 25 upper-secondary students after they had selected documents to use in completing a task, and we asked them to justify their selections. A qualitative analysis of the interview data showed that students' justifications could be related to (1) content relevance, (2) source features, and (3) prior topic knowledge. The results demonstrate that students are able to evaluate content relevance and source features as part of their document selection strategies but that perceived prior knowledge seems to influence both selections and justifications. [ABSTRACT FROM AUTHOR]
Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: To Read or Not to Read: A Qualitative Study of Students' Justifications for Document Selection in Task-Oriented Reading.
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  Data: <searchLink fieldCode="AR" term="%22Stenseth%2C+Tonje%22">Stenseth, Tonje</searchLink><br /><searchLink fieldCode="AR" term="%22Strømsø%2C+Helge+I%2E%22">Strømsø, Helge I.</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Scandinavian+Journal+of+Educational+Research%22">Scandinavian Journal of Educational Research</searchLink>. Aug2019, Vol. 63 Issue 5, p771-788. 18p.
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  Data: <searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Document+selection%22">Document selection</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+school+students%22">Secondary school students</searchLink><br /><searchLink fieldCode="DE" term="%22Information+resources%22">Information resources</searchLink><br /><searchLink fieldCode="DE" term="%22Nuclear+power+plants%22">Nuclear power plants</searchLink>
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  Data: When navigating through the vast amount of information that we encounter in our everyday lives, we constantly make decisions concerning what information to read more closely and what information to disregard. Consideration of the relevance and trustworthiness of information sources facilitates those decisions. In the present study, we interviewed 25 upper-secondary students after they had selected documents to use in completing a task, and we asked them to justify their selections. A qualitative analysis of the interview data showed that students' justifications could be related to (1) content relevance, (2) source features, and (3) prior topic knowledge. The results demonstrate that students are able to evaluate content relevance and source features as part of their document selection strategies but that perceived prior knowledge seems to influence both selections and justifications. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00313831.2018.1434828
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        Text: English
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      – SubjectFull: Secondary school students
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      – SubjectFull: Information resources
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      – SubjectFull: Nuclear power plants
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      – TitleFull: To Read or Not to Read: A Qualitative Study of Students' Justifications for Document Selection in Task-Oriented Reading.
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              Text: Aug2019
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