“This Is Crazy…She’s Real”: How Fourth‐Grade Readers Establish Source Authority

A classroom teacher and a university researcher examined what criteria fourth‐grade students use to examine text authority and how traditional and new literacy skills may support such evaluation. Results of this case study indicate that students rely heavily on traditional reading skills, including...

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Bibliographic Details
Published in:The Reading teacher 2021-03, Vol.74 (5), p.559-568
Main Authors: Walsh‐Moorman, Elizabeth, Hovick, Kate
Format: Article
Language:English
Subjects:
2-Childhood
3-Early adolescence
and materials
Case study < Research methodology
Classroom communication
College students
Comprehension
Comprehension monitoring < Comprehension
Constructivism < Theoretical perspectives
Credibility
Critical analysis < Digital/media literacies
Digital/media literacies
Direct Instruction
Elementary School Students
Expertise
General vocabulary < Vocabulary
Grade 4
Information Literacy
Information Sources
Informational text < Strategies
Instructional strategies
Instructional strategies
methods and materials
Literacy
methods
New literacies < Digital/media literacies
Reading ability
Reading Skills
Skills
Sociocultural < Theoretical perspectives
Students
teaching strategies < Strategies
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Summary:A classroom teacher and a university researcher examined what criteria fourth‐grade students use to examine text authority and how traditional and new literacy skills may support such evaluation. Results of this case study indicate that students rely heavily on traditional reading skills, including background knowledge and vocabulary skill, to evaluate digital sources. Furthermore, the concept of expert is complex for students, who view it as an interaction between personal experience and objective evidence of authority, such as experience and education. The study shows how explicit instruction and continual practice are necessary to prepare students for web‐based reading and research.
ISSN:0034-0561
1936-2714
DOI:10.1002/trtr.1989