A Case Study of the Impact of Lateral Reading Instruction On Students’ Evaluation of Digital Information

Author

Devon Allbee, University of Northern IowaFollow
Jenny Marburger, University of Northern IowaFollow
Tiffany Ostrowski, University of Northern IowaFollow

Availability

Open Access Graduate Research Paper

Abstract

This qualitative study reports the impact of lateral reading instruction on students’ abilities to evaluate sources. This study consisted of students in three different Language Arts classrooms. There were 22 ninth-grade students in Classroom 1, 27 seventh-grade in Classroom 2, and 33 tenth-grade students in Classroom 3. Students participated in a series of lessons involving instruction, modeling, and practice of lateral reading. After each of these lessons, student data was collected using pre-, mid-, and post-assessments. Researchers used a rubric (see Appendix D) to score students’ lateral reading moves during a pre- mid- and post-assessment. A score of 0 meant the student used none of the five lateral reading moves; a score of 1-3 indicated they used 1, 2, or 3 or more moves. Classroom 1’s pre-assessment showed 9 of 22 students scored 0, 12 students scored 1, 1 student scored 2, and 0 students scored 3; by the end results 20 students made at least 3 moves. Classroom 2’s pre-assessment showed 25 of 27 students scored 0, and 2 scored 1 move; by the end results, 11 made at least 3 moves. Classroom 3’s pre-assessment showed 21 of 30 students scored 0, 7 students scored 1, 4 students scored 2, and 1 student scored 3; by the end results 20 students made at least 3 moves. Later student responses also showed a greater confidence and organization in explaining the steps they took. The researchers discovered two major themes in analysis of student data. Theme one is Students benefit from modeling of lateral reading with the specific lateral reading moves named. Theme two is Repeated practice of lateral reading improves students’ source evaluation skills.

Find Additional Related Research in UNI ScholarWorks

To find related research in UNI ScholarWorks, go to the collection of School Library Studies Graduate Research Papers written by students in the Division of School Library Studies, Department of Curriculum and Instruction, College of Education, at the University of Northern Iowa.

Year of Submission

2024

Degree Name

Master of Arts

Department

Department of Curriculum and Instruction

Department

Division of School Library Studies

First Advisor

Karla Krueger

Date Original

5-2024

Object Description

1 PDF (35 pages)

Copyright

©2024 Devon Allbee, Jenny Marburger, and Tiffany Ostrowski

Language

en

Recommended Citation

Allbee, Devon; Marburger, Jenny; and Ostrowski, Tiffany, "A Case Study of the Impact of Lateral Reading Instruction On Students’ Evaluation of Digital Information" (2024). Graduate Research Papers. 4198.
https://scholarworks.uni.edu/grp/4198