How students with intellectual disabilities evaluate recommendations from internet forums
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Título: | How students with intellectual disabilities evaluate recommendations from internet forums |
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Autor/es: | Salmerón, Ladislao | Gómez-Puerta, Marcos | Fajardo, Inmaculada |
Grupo/s de investigación o GITE: | Diversidad, Educación y Género (DEG) |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica |
Palabras clave: | Intellectual disabilities | Sources evaluation | Social question answering | Internet forums |
Área/s de conocimiento: | Didáctica y Organización Escolar |
Fecha de publicación: | oct-2016 |
Editor: | Springer Science+Business Media Dordrecht |
Cita bibliográfica: | Reading and Writing. 2016, 29(8): 1653-1675. doi:10.1007/s11145-016-9621-4 |
Resumen: | Social networks enable people with intellectual disabilities (ID) to participate actively in society and to promote their self-determination. However, concerns have been raised regarding the potential limitations of people with ID to deal with untrustworthy information sources on the Internet. In an experiment, we assessed how adult students with ID evaluated recommendations in Internet forums authored by either self-reported experts or by users under pseudonyms who supported their claim either with documentary sources or their personal experience. We compared the performances of students with ID to that of students of similar ages but higher educational levels (chronological age-matched control group) and to younger students with similar verbal mental age (verbal mental age-matched control group). Participants were asked to evaluate to what extent a fictitious user should follow particular recommendations given in a forum and to justify their evaluations by writing a message to the fictitious user. Students with ID, as opposed to the two control groups, recommended the forum advice to a higher extent regardless of authorship and evidence used, and they included in their messages to the fictitious user a higher number of opinions and information sources not present in the forum without linking them to the actual discussion. The pattern of results suggested that students with ID have a limited ability to evaluate recommendations in forums and that they do not necessarily present a delay in the development of these abilities, but rather an atypical development. Finally, we discussed the potential implications for teaching digital literacy to students with ID. |
Patrocinador/es: | This research was funded by a grant from the Spanish Secretaría General de Universidades (EDU2014-59422). |
URI: | http://hdl.handle.net/10045/58126 |
ISSN: | 0922-4777 (Print) | 1573-0905 (Online) |
DOI: | 10.1007/s11145-016-9621-4 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Derechos: | © Springer Science+Business Media Dordrecht 2016. The final publication is available at Springer via http://dx.doi.org/10.1007/s11145-016-9621-4 |
Revisión científica: | si |
Versión del editor: | http://dx.doi.org/10.1007/s11145-016-9621-4 |
Aparece en las colecciones: | INV - DEG - Artículos de Revistas INV - GIDU-EDUTIC/IN - Artículos de Revistas |
Archivos en este ítem:
Archivo | Descripción | Tamaño | Formato | |
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2016_Salmeron_etal_ReadWrit_final.pdf | Versión final (acceso restringido) | 453,18 kB | Adobe PDF | Abrir Solicitar una copia |
2016_Salmeron_etal_ReadWrit_preprint.pdf | Preprint (acceso abierto) | 604,41 kB | Adobe PDF | Abrir Vista previa |
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