Eight-year-olds engaging in guided information searches with iPads: Dimensions of reading competence

Abstract

This study examines how eight-year-old students engage in teacher-guided digital online reading during internet searches for specific information. The research focuses on the students' digital literacy and their ability to evaluate sources and decode complex text. We have used Luke and Freebody's four resources model and the concept of sourcing as theoretical underpinning. The study had a descriptive and exploratory approach. The study involved 17 eight-year-old students from a school with a one-to-one tablet policy. The students were divided into small groups to encourage interaction. Data were collected through audio and screen recordings and were multimodally transcribed to provide a detailed account of the children's internet search interactions. The study reveals that while students demonstrated proficiency in using digital tools and navigating the internet, they often struggled to assess source credibility and critically interpret the information they encountered. Furthermore, the study highlights the importance of guiding young students in navigating the complex media landscape, emphasizing the need to enhance their knowledge of different types of sources and the categories of individuals producing content. The researchers found that students' prior knowledge, such as familiarity with printed books, played a role in how they approached online reading, sometimes leading to difficulties in adapting their strategies for digital formats. In conclusion, this research underscores the need for explicit instruction and collaborative efforts in the classroom to develop students' digital reading skills and their ability to critically assess online sources, thus bridging the gap between technological proficiency and effective digital literacy. The findings offer insights for educators in preparing young readers for digital literacy and effective online information evaluation.