| Sumario: | Background: In the Information Age, prospective teachers increasingly rely on online sources for research and lesson preparation. This entails dynamic, situation‐specific interactions within digital environments, which are increasingly shaped by artificial intelligence. Objectives: This study demonstrates how prospective teachers' information reception and interpretation in online environments can be made accessible through the complementary qualitative methods of narratology and reconstruction. Methods: Through the exemplary analysis of two contrasting case studies, the study highlights mostly hidden yet salient textual and visual elements of a complex digital environment. It identifies the narrative framings, stylistic devices, meanings, and normative assumptions present in the online sources used by prospective teachers, as reflected in their written essays on the health benefits of e‐bikes. Results and Conclusions: The qualitative analysis indicates whether, and in what ways, the reception of Internet information by prospective educators is influenced by specific features of the sources, such as narrative framings and normative assumptions. The study employs a novel methodological combination of narrative analysis and objective hermeneutics and outlines potential directions for further research on digital learning in higher education. Practitioner Notes: What is already known about this topic ○Students are increasingly using Internet sources for their information acquisition.○Internet content is often not sufficiently moderated and curated, leading to varying reliability of sources.○Internet sources often contain textual and visual frames influencing the perception of users.What this paper adds ○Qualitative methods provide detailed insights into the use of Internet sources and the reception and interpretation of information by users.○The study showcases how narrative framing and normative aspects of Internet sources are reproduced in students' use of Internet sources.Implications for practice and/or policy ○Digital literacy, including narrative literacy, should be more strongly included in university curricula.○Navigating the Internet for researching sources, cross‐checking, and validating content becomes increasingly important for students and teaching staff.
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