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. Attached Files Name Description MIMEType Size Downloads Title A pedagogy for epistemic agency in the judgment of accuracy and reliability Author(s) Cripps Clark, John orcid.org/0000-0002-0335-6964 Rawson, Chris Hobbs, Linda orcid.org/0000-0002-6898-8495 Oughtred, Christine Hayes, Kathleen Kelly, Leissa orcid.org/0000-0003-2046-5342 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 Identity Critical thinking Double stimulation Creativity 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 Related Links Link Description Connect to published version Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Mon, 30 Jan 2017, 11:28:33 EST Tue, 31 Jan 2017, 04:00:49 EST Tue, 31 Jan 2017, 07:14:33 EST Tue, 31 Jan 2017, 13:45:13 EST Wed, 01 Feb 2017, 05:05:16 EST Mon, 13 Feb 2017, 13:03:34 EST Mon, 13 Feb 2017, 13:12:29 EST Mon, 07 Aug 2017, 13:29:50 EST Mon, 07 Aug 2017, 13:31:06 EST Mon, 07 Aug 2017, 13:33:34 EST Mon, 07 Aug 2017, 14:03:27 EST Tue, 08 May 2018, 10:27:32 EST Sat, 05 Sep 2020, 02:31:05 EST Filtered Full Citation counts:   Cited 1 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 421 Abstract Views, 3 File Downloads  -  Detailed Statistics Created: Tue, 31 Jan 2017, 13:45:13 EST

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