Abstract
PurposeThe article concerns information literacies in an environment characterised by the two partly competing and contradictory cultures of print and digital. The aim of the paper is to provide a better understanding of the ways in which students assess the credibility of sources they use in school, with a particular interest in how they treat participatory genres.Design/methodology/approachAn ethnographic study of a school class's project work was conducted through observations, interviews, and log books in blog form. The analysis was influenced by a socio‐cultural perspective.FindingsThe study provides increased empirically based understanding of students' information literacy practices. Four non‐exclusive approaches to credibility stemming from control, balance, commitment, and multiplicity were identified.Originality/valueThe study adds to the understanding of how credibility is assessed in school environments with a particular focus on how digital and participatory genres are treated.
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