A pedagogy for epistemic agency in the judgment of accuracy and reliability

Cripps Clark, John, Rawson, Chris, Hobbs, Linda, Oughtred, Christine, Hayes, Kathleen, Kelly, Leissa and Higgins, Julie 2016, A pedagogy for epistemic agency in the judgment of accuracy and reliability, Qwerty: rivista interdisciplinare di tecnologia cultura e formazione, vol. 11, no. 2, Special Issue: Cultivating knowledge-creating competencies through socio-digital participation, pp. 27-47.

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Title A pedagogy for epistemic agency in the judgment of accuracy and reliability
Author(s) Cripps Clark, JohnORCID iD for Cripps Clark, John orcid.org/0000-0002-0335-6964
Rawson, Chris
Hobbs, LindaORCID iD for Hobbs, Linda orcid.org/0000-0002-6898-8495
Oughtred, Christine
Hayes, Kathleen
Kelly, LeissaORCID iD for Kelly, Leissa orcid.org/0000-0003-2046-5342
Higgins, JulieORCID iD for Higgins, Julie orcid.org/0000-0001-6480-4241
Journal name Qwerty: rivista interdisciplinare di tecnologia cultura e formazione
Volume number 11
Issue number 2
Season Special Issue: Cultivating knowledge-creating competencies through socio-digital participation
Start page 27
End page 47
Total pages 21
Publisher Progedit
Place of publication Bari, Italy
Publication date 2016
ISSN 2240-2950
Keyword(s) Digital literacy
Epistemic agency
Critical thinking
Double stimulation
Summary In an online environment rich in unmediated content, the ability to evaluate sources of knowledge for credibility is a key component of digital literacy.However, most instruction on judging the accuracy and reliability of information relies on giving students checklists of criteria and this has only fleeting changes to skills and behavior. To have the flexibility to productively participate in a society awash with emerging and disruptive forms of knowledge creation and distribution, students need to be taught the skills to collaboratively develop their own criteria for evaluating the validity of information.This paper describes a formative intervention, based on Vygotskianprinciples, in which students confront contradictions in their practice as astimulus for their learning and development. A second stimulus is provided by the collaborative creation of a mediating conceptual artifact, a tool for accuracy and reliability of digital information, which is reformulated and applied. Using such artifacts to evaluate the accuracy and reliability of complex and problematic sources externalizes the generation of criteria. This process nurtures students’ emerging identity as scientists through increasingly sophisticated decision making and metacognitive reflection, and motivates students to embed more sophisticated, reasoned judgments.
Language eng
Field of Research 130309 Learning Sciences
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, Progedit
Persistent URL http://hdl.handle.net/10536/DRO/DU:30090876

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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