Developing Critical Internet Literacy Skills:Blog Evaluation for Information Quality

Gulsun Kurubacak*
* Assistant Professor in Distance Education, Anadolu University, College of Open Education, Department of Distance Education,Eskisehir,Turkey.
Periodicity:June - August'2007
DOI : https://doi.org/10.26634/jsch.3.1.805

Abstract

The main purpose of this study is to develop the Internet literacy through The Theory of Communicative Action for critically evaluating information quality. There is an imperative need for a new approach of online communications that will transform social actions through communicative action. By concentrating on global values, ethics, norms and feelings, open and flexible discourse through The Theory of Communicative Action enables the unquestioning foundations for critical and dialogical discussions. Communicative action, therefore, can coordinate action through consent as a result of discourse. In addition, the critical Internet literacy can guarantee every individual life and freedom meaning safety of person, the established liberty of speech and equal opportunity. In this context, the lifeworld as a crucial part of communicative action can develop and become valid based on communication, not manipulation. This is a Praxis Research, collecting useful knowledge derived from reflection on experience. The author is to find a proven method of enhancing the Internet Literacy skills of youth. As part of the study, she is testing a radical way to help youth about how to read, understand, and critically evaluate the information they find online, through a mutual model of the Theory of Communicative Action. How to discuss and analyze major aspects of the Internet becoming knowledgeable about Web sources, online communications, the researcher seeks how to youth can realize radical changes in racial hierarchy, include patterns with disparate amounts of political power, and rely on goodwill to build and maintain cohesiveness. The guidelines for identifying biases provided by the Safe School Coalition’s (2003) and modified by the researcher provided youth with a checklist for discussing information quality on the net. Based on the main purpose of this study, eleven youth aged 15-19 utilized this checklist to equip with new visions of the Internet resources in September 2007.

Keywords

How to Cite this Article?

Gulsun Kurubacak (2007). Developing Critical Internet Literacy Skills: Blog Evaluation for Information Quality. 3(1), 47-56. https://doi.org/10.26634/jsch.3.1.805

References

[1]. Alexonder, R A. (2003). "Profiling the Developing Reoder: The Interploy of Knowledge, Interest, ond Strotegic Processing", in C. M. Foirbonks, J, Worthy, B. Moloch, J, V. Hoffmon, D. L. Schollert (eds.), The Fifty-First Yeorbook of the Notionol Reoding Conference (pp. 47- 65). OokCreek, WI: Notionol Reoding Conference,
[2]. Alvermonn, D. E., & Hogood, M. C. (2000). "Fondom ond Criticol Medio Liferocy", Journol of Adolescent & Adult Literocy, 43(5), 436-446 .
[3]. Bruce, B.C. (1997o). "Current Issues ond Future Directions", in J. Flood, S. B. Heoth, & D. Lopp (eds,), Hondbook of Reseorch on Teoching Literocy through the Communicotive ond Visuol Arts (pp~ 875-884)~ New York, NY: Simon & Schuster Mocmillon,
[4]. Bruce, B.C. (1997b). "Literocy Technologies: Whot Stonce Should We Toke?", Journol of Literocy Reseorch, 29, 289-309
[5]. Commock, D. (2002). "Literocy, Technology, ond o Room of Her Own: Analyzing Adolescent Girls' Online Conversations from Historical and Technological Literacy Perspectives", in D. L. Shallert, C. M. Fairbanks, J. Worthy, B~ Moloch, & J, V. Hoffman (eds,), 5lst Yearbook of the National Reading Conference (pp. 1 29- I 4 I ). Oak Creek, WI: National Reading Conference.
[6]. Freire, R (2001). Pedagogy of Freedom: Ethics, Democracy, and Civic Courage, New York, NY: Rowman& Litflefield,
[7]. Gadotfi, M. (I 996). Pedagogy Of Praxis: A Dialectical Philosophy of Education. Albany, NY: State University of NewYork. n.
[8]. Habermas, J. (I 9 85a). The Theory of Communicative Action, Volume I : Reason and the Rationalization of Society (The Theory of Communicative Action, Vol I ). Boston, MA: Beaco
[9]. Habermas, J. (I 9 85b). The Theory of Communicative Action, Volume 2: Lifeword and System: A Critique of Functionalist Reason. Boston, MA: Beacon,
[10]. KUrUbQCQk, G . , (2007). "Future Trends in Children's Web Pages: Probing Hidden Biases for Information Quality', i-managers Journal on School Educational Technology, vol~2, No,3, page no. 34-45. (ERIC Document Reproduction Service No. Ed495255)
[ I I ] . Lemke , J. L. ( I 9 9 8) . "Metamedia Literacy: Transforming Meanings and Media" , in D~ Reinking, M. C. McKenna, L. D. Labbo, & R. D. Kieffer (eds.), Handbook of Literacy and Technology: Transformations in a Post- Typographic World (pp. 283-30 I ). Mahwah, NJ: Erlbaum.
[12]. Leu, D. J., Jr. (2000). "Literacy and Technology: Deictic Consequences for Literacy Education in an Information Age", in M, L. Kamil, R B, Mosenthal, R D. Pearson, & R. Barr (eds.), Handbook of Reading Research (Vol. 3, pp. 743-770). Mahwah, NJ: Erlbaum.
[13]. Lou, D. J., Jr, & Kinzer, C. K. (2000). "The Convergence of Literacy Instruction and Networked Technologies for Information and Communication", Reading Research Quarterly, 35, I 08- I 27~
[1 4]. Leu, D. J. Jr., Kinzer, C. K. , Charles K. , Coiro, J. L., Julie L. , Cammack, D. W. (2004). _Toward a Theory of New Literacies Emerging From the Internet and Other Information and Communication Technologies", in R. B. Ruddell & N, J. Unrau (eds,), Theoretical Models & Process of Reading (5fh ed.) ( I 57 I - I 6 I 3) . Newark, DE: International Reading Association.
[I 5]. Moodley, K. (1 9 99). "Antiracisf Education through Political Literacy: The Case of Canada", in S, May (ed.) Critical Multiculturalism: Rethinking Multicultural and Antiracisf Education (pp. 153- I 72). Philadelphia, PA: Falmer~
[I 6]. Niemi, J. I. (2005). "Jurgen Habermas's Theory of Communicative Rationality: The Foundational Distinction between Communicative and Strategic Action", Social Theory and Practice, 3 I , 227-244.
[I 7]. Powell, J. L & Moody, H. R. (2003). "The Challenge of Modernity: Habermas and Critical Theory", Theory & Science, 4(I). Retrieved November 29, 2005, from: http://theoryandscience,icaap~org/content/vo14~ I /01_p owell~html
[18]. Ross, A. & Marco|in, 8. L. (2003). "Information Requirements Determination and Gender: An Application of Habermas' Theory of Communicative Action" , in C. H, J Gilson, I. Grugulis & H. Willmott (eds.) Critical Management Studies Conference Proceedings. England: Lancaster University.
[I 9]. Safe Schooling Coalition (2003). Guidelines for Identifying Bias in Curriculum Materials. Retrieved January 25, 2006, from: http://www.safeschoolscoalition. org/idenfifyingbias.htm
[20]. Shor, i. & Freire, R (1987). A Pedagogy for Liberation: Dialogues on Transforming Education. Westport, CT: Bergin & Garvey,
[2 I ]. Shor, i. (1 999). "What is Critical Liferacy?" , Journal for Pedagogy, Pluralism & Practice, 4( I ), Retrieved June 03, 2001 , from: htt p://www, lesley, edu/journals/jp pp/ 4/ shor~html.
[22]. Smolin, L. i. & Lawless, K. A. (2003). "Becoming Literate in the Technological Age: New Responsibilities and Tools for Teachers", The Reading Teacher, 56, 570- 577.
[23]. Solomon, G. (2002). "Digital Equity: If's not just about Access Anymore", Technology and Learning, 22(9), I 8-26.
[24]. Spires, H. A. & Estes, T. H. (2002). "Reading in Web- Based Learning Environments" , in C . C. Block & M. PressleV (eds~), Comprehension Instruction: Research-Based Best Practices (pp. 115-125), NewYork, NY: Guilford,
[25]. Sutherland-Smith, W (2002). "Weaving the Literacy Web: Changes in Reading from Page to Screen", The ReadingTeacher, 55, 662-669.
[26]. Warschauer, M. (2003). Technology and Social Inclusion: Rethinking the Digital Divide. Cambridge, MA: MIT.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.