Critical Handling of Online Information by Prospective Teachers: A Complementary Analysis Using Narration and Reconstruction Approaches.
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 demons...
| Publicado en: | Journal of Computer Assisted Learning Vol. 42; no. 1; pp. 1 - 13 |
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| Autores principales: | , , , , |
| Formato: | pictorial research Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=191181639&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 191181639 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2026 vid: 42 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 191181639 191181639 191181639 10.1002/jcal.70187 191181639 ppf: 1 ppct: 12 formats: tig: atl: Critical Handling of Online Information by Prospective Teachers: A Complementary Analysis Using Narration and Reconstruction Approaches. aug: au: Schelle, Carla Banerjee, Mita Zlatkin‐Troitschanskaia, Olga Touzos, Amina A. Braunheim, Dominik affil: Johannes Gutenberg‐University Mainz, Institute for Education, Mainz, Germany sug: subj: Teachers Psychosocial Factors Information Literacy Online Services Internet Critical Thinking Faculty Attitudes Evaluation Human Qualitative Studies Phenomenological Research Comparative Studies Descriptive Statistics Purposive Sample Internet-Based Intervention Teaching Methods Content Analysis Faculty Development Narratives Phenomenology Professional Competence Conceptual Framework Funding Source ab: 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. pubtype: Academic Journal doctype: pictorial research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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