AUC Philologica (Acta Universitatis Carolinae Philologica) is an academic journal published by Charles University. It publishes scholarly articles in a large number of disciplines (English, German, Greek and Latin, Oriental, Romance and Slavonic studies, as well as in phonetics and translation studies), both on linguistic and on literary and cultural topics. Apart from articles it publishes reviews of new academic books or special issues of academic journals.
The journal is indexed in CEEOL, DOAJ, EBSCO, and ERIH PLUS.
AUC PHILOLOGICA, Vol 2022 No 3 (2022), 135–161
Sourcing-Prozesse und die Schneckenstreichler_innen von Idaho City. Ein didaktisches Setting zum Training von Kompetenzen im Umgang mit Fake News
[Sourcing Processes and the Snail Strokers from Idaho City. A Didactic Setting for Training Competences in Dealing with Fake News]
Stephan Schicker, Jürgen Ehrenmüller
DOI: https://doi.org/10.14712/24646830.2023.7
published online: 25. 05. 2023
abstract
This article first presents the theoretical and empirical foundations of “Station 2” of a didactic setting in which learners deal with sourcing operations and apply them to a text corpus on a topic created for this didactic setting. The core of the text corpus is a reportage about former miners who now earn their money as “snail strokers” in order to help a landscape devastated by coal mining to grow new vegetation with the snail slime obtained in this way. Through sourcing operations (i.e. through metadata-based evaluation of the texts), learners can identify intentions and perspectives in these texts and assess the credibility of the information. The paper further presents results of data analysis, which are used in the sense of design-based research for further optimization of the setting and modification of the theoretical considerations about it.
keywords: sourcing processes; didactic setting; fake news; text
references (36)
1. Albert, Ruth - Marx, Nicole (2017): Empirisches Arbeiten in Linguistik und Sprachlehrforschung. Tübingen: Narr Francke Attempto.
2. Anderson, Terry - Shattuck, Julie (2012): Design-Based Research: A Decade of Progress in Education Research? In: Educational Researcher 41 (1), S. 16-25. CrossRef
3. Argelagos, Esther - Pifarre, Manoli (2012): Improving Information Problem Solving skills in Secondary Education through embedded instruction. In: Computers in Human Behavior 28 (2), S. 515-526. CrossRef
4. Braasch, Jason L. G. - Bråten, Ivar (2017): The discrepancy-induced source comprehension (D-ISC) model: Basic assumptions and preliminary evidence. In: Educational Psychologist 52 (3). S. 167-181. CrossRef
5. Bråten, Ivar - Brante, Eva W. - Strømsø, Helge I. (2019): Teaching Sourcing in Upper Secondary School: A Comprehensive Sourcing Intervention With Follow-Up Data. In: Reading Research Quarterly 54 (4), S. 481-50. CrossRef
6. Compton, Josh (2013): Inoculation theory. In: The SAGE handbook of persuasion: Developments in theory and practice. 2. Aufl. Thousand Oaks: Sage Publications, S. 220-236. CrossRef
7. <bez popisu> CrossRef
8. Dresing, Thorsten - Pehl, Thorsten (2018): Praxisbuch Transkription. Regelsysteme, Software und praktische Anleitungen für qualitative ForscherInnen. 8. Aufl. Marburg: Dr. Dresing und Pehl. CrossRef
9. Dube, Juliane (2019): Design Research. Anwendungsorientierte Grundlagenforschung. In: Jan Boelmann (Hg.): Grundlagen. Baltmannsweiler: Schneider Verlag Hohengehren GmbH (Empirische Forschung in der Deutschdidaktik Band 1), S. 49-63.
10. Ehrenmüller, Jürgen (2015): Projektbericht zum Projekt "KI[R]KE - Kompetenztraining im Verbund mit kuriosen Texten" (2014/2015). Online verfügbar unter
11. https://www.imst.ac.at/files/projekte/1526/berichte/1526_Langfassung_Ehrenm%C3%BCller.pdf (zuletzt geprüft am 05. 07. 2022).
12. Ehrenmüller, Jürgen - Schicker, Stephan (2022): Science - Erlesende Wege zu einem kritischen Umgang mit Fake News. In: ide Informationen zur Deutschdidaktik 46 (1), S. 104-114.
13. Gil, Laura - Braten, Ivar - Vidal-Abarca, Eduardo (2010): Summary versus argument tasks when working with multiple documents: Which is better for whom? In: Contemporary Educational Psychology 35 (3), S. 157-173. CrossRef
14. Graham, Steve - Harris, Karen R. (2009): Writing better. Effective strategies for teaching students with learning difficulties. 4. Aufl. Baltimore, London: Paul H. Brookes Publishing.
15. Hertwig, Ralph - Grüne-Yanoff, Till (2017): Nudging and Boosting: Steering or Empowering Good Decisions. In: Perspectives on Psychological Science 12 (6), S. 973-986. CrossRef
16. Ireton, Cherilyn - Posetti, Julie (2018): Journalism, "fake news" & disinformation. Handbook for journalism education and training. Paris: United Nations Educational Scientific and Cultural Organization (UNESCO series on journalism education).
17. Jones-Jang, S. Mo - Mortensen, Tara - Liu, Jingjing (2019): Does Media Literacy Help Identification of Fake News? Information Literacy Helps, but Other Literacies Don't. In: American Behavioral Scientist 65 (2), S. 371-388. CrossRef
18. Kammerer, Yvonne - Meier, Nina - Stahl, Elmar (2016): Fostering secondary-school students' intertext model formation when reading a set of websites: The effectiveness of source prompts. In: Computers & Education 102 (1), S. 52-64. Online verfügbar unter https://www.learntechlib.org/p/201565 (zuletzt geprüft am 05. 07. 2022). CrossRef
19. Kozyreva, Anastasia - Lewandowsky, Stephan - Hertwig, Ralph (2020): Citizens Versus the Internet: Confronting Digital Challenges With Cognitive Tools. In: Psychological Science in the Public Interest 21 (3), S. 103-156. CrossRef
20. La Paz, Susan de - Monte‐Sano, Chauncey - Felton, Mark - Croninger, Robert - Jackson, Cara - Piantedosi, Kelly Worland (2017): A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies. In: Reading Research Quarterly 52 (1), S. 31-52. CrossRef
21. <bez popisu> CrossRef
22. Mayring, Philipp (2010): Qualitative Inhaltsanalyse. Grundlagen und Techniken. Neuausgabe. Weinheim: Beltz. CrossRef
23. Nölleke, Daniel (2009): Die Konstruktion von Expertentum im Journalismus. In: Beatrice Dernbach - Thorsten Quandt (Hg.): Spezialisierung im Journalismus. Wiesbaden: VS Verlag für Sozialwissenschaften, S. 97-110. CrossRef
24. Philipp, Maik (2014): Selbstreguliertes Schreiben. Schreibstrategien erfolgreich vermitteln. Weinheim: Beltz (Pädagogik Praxis).
25. Philipp, Maik (2020): Multiple Dokumente verstehen. Theoretische und empirische Perspektiven auf Prozesse und Produkte des Lesens mehrerer Dokumente. Weinheim: Beltz.
26. Quandt, Thorsten - Frischlich, Lena - Boberg, Svenja - Schatto-Eckrodt, Tim (2019): Fake News. In: Tim P. Vos - Folker Hanusch - Dimitra Dimitrakopoulou - Margaretha Geertsema-Sligh - Annika Sehl (Hg.): The international encyclopedia of journalism studies. Hoboken: Wiley-Blackwell (The Wiley Blackwell-ICA international encyclopedias of communication). CrossRef
27. Roozenbeek, Jon - van der Linden, Sander (2019): Fake news game confers psychological resistance against online misinformation. In: Palgrave Communications 5 (1), S. 65. CrossRef
28. Scardamalia, Marlene - Goldman, Susan R. (2013): Managing, Understanding, Applying, and Creating Knowledge in the Information Age: Next-Generation Challenges and Opportunities. In: Cognition and Instruction 31 (2), S. 255-269. CrossRef
29. Schicker, Stephan - Ehrenmüller, Jürgen (2022): durch.fake.news.nicht.teilhaben - Analyse von Lernendengesprächen im Rahmen des didaktischen Settings Fake News: Awareness und Inoculation. In: Zeitschrift für Deutsch im Kontext von Mehrsprachigkeit (ZDKM) (1), S. 142-159. CrossRef
30. Stadtler, Marc - Bromme, Rainer (2014): The content-source integration model: A taxonomic description of how readers comprehend conflicting scientific information. In: David Rapp - Jason L. G. Braasch (Hg.): Processing inaccurate information: Theoretical and applied perspectives from cognitive science and the educational sciences // Processing inaccurate information. Theoretical and applied perspectives from cognitive science and the educational sciences. Online-Ausg. Cambridge: Boston Review; The MIT Press, S. 379-402.
31. Stadtler, Marc - Scharrer, Lisa - Macedo-Rouet, Monica - Rouet, Jean-François - Bromme, Rainer (2016): Improving vocational students' consideration of source information when deciding about science controversies. In: Reading and Writing 29 (4), S. 705-729. CrossRef
32. Thaler, Richard H. - Sunstein, Cass R. (2008): Nudge: Improving decisions about health, wealth, and happiness. New Haven: Yale University Press.
33. <bez popisu> CrossRef
34. van der Linden, Sander - Roozenbeek, Jon (2021): Psychological Inoculation Against Fake News. In: Rainer Greifeneder - Mariela Jaffe - Eryn Newman - Norbert Schwarz (Hg.): The Psychology of Fake News. Accepting, Sharing, and Correcting Misinformation. Erscheinungsort nicht ermittelbar, S. 147-169. CrossRef
35. Vos, Tim P. - Hanusch, Folker - Dimitrakopoulou, Dimitra - Geertsema-Sligh, Margaretha - Sehl, Annika (Hg.) (2019): The international encyclopedia of journalism studies. Hoboken: Wiley-Blackwell (The Wiley Blackwell-ICA international encyclopedias of communication). CrossRef
36. Wineburg, Samuel (1991): Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. In: Journal of Educational Psychology 83 (1), S. 73-87. CrossRef
Sourcing-Prozesse und die Schneckenstreichler_innen von Idaho City. Ein didaktisches Setting zum Training von Kompetenzen im Umgang mit Fake News is licensed under a Creative Commons Attribution 4.0 International License.
230 x 157 mm
periodicity: 3 x per year
print price: 150 czk
ISSN: 0567-8269
E-ISSN: 2464-6830
