Abstract
The development and spread of new media and technologies are creating new challenges and opportunities for education. One of the key challenges, to which education needs to respond, is the wide-ranging impact of new media on people’s capabilities to engage in reliable epistemic processes for achieving epistemic aims. As a result of this impact, participation in networked knowledge societies requires a greater degree of epistemic competence in order to successfully achieve epistemic aims. Therefore, we argue that education should promote learners’ apt epistemic performance, i.e., their capabilities to achieve epistemic aims through competence, so that they are better prepared for navigating “post-truth” landscapes. We describe some educational approaches for achieving this objective. To conclude, we discuss the Knowledge Society Sandbox, a digital learning environment that supports knowledge construction from multiple information sources, and analyze how this environment is designed to promote learners’ apt epistemic performance.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
Bibliography
Alexander, P. A., & DRLRL. (2012). Reading into the future: Competence for the 21st century. Educational Psychologist, 47(4), 259–280.
Bakshy, E., Messing, S., & Adamic, L. (2015). Exposure to ideologically diverse news and opinion on facebook. Science 348(6239), 1130–1132.
Bannert, M., & Reimann, P. (2012). Supporting self-regulated hypermedia learning through prompts. Instructional Science, 40(1), 193–211.
Barzilai, S. (2017). “Half-reliable”: A qualitative analysis of epistemic thinking in and about a digital game. Contemporary Educational Psychology, 51, 51–66.
Barzilai, S., & Chinn, C. A. (2018). On the goals of epistemic education: Promoting apt epistemic performance. Journal of the Learning Sciences, 27, 353–389.
Barzilai, S., & Eilam, B. (2018). Learners’ epistemic criteria and strategies for evaluating scientific visual representations. Learning and Instruction, 58, 137–147.
Barzilai, S., & Eshet-Alkalai, Y. (2015). The role of epistemic perspectives in comprehension of multiple author viewpoints. Learning and Instruction, 36, 86–103.
Barzilai, S., & Ka’adan, I. (2017). Learning to integrate divergent information sources: The interplay of epistemic cognition and epistemic metacognition. Metacognition and Learning, 12, 193–232.
Barzilai, S., Tzadok, E., & Eshet-Alkalai, Y. (2015). Sourcing while reading divergent expert accounts: Pathways from views of knowing to written argumentation. Instructional Science, 43(6), 737–766.
Barzilai, S., & Zohar, A. (2012). Epistemic thinking in action: Evaluating and integrating online sources. Cognition and Instruction, 30(1), 39–85.
Barzilai, S., & Zohar, A. (2016). Epistemic (meta)cognition: Ways of thinking about knowledge and knowing. In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 409–424). New York: Routledge.
Braasch, J. L. G., & Bråten, I. (2017). The discrepancy-induced source comprehension (D-ISC) model: Basic assumptions and preliminary evidence. Educational Psychologist, 52(3), 167–181.
Bråten, I., Braasch, J., & Salmerón, L. (in press). Reading multiple and non-traditional texts: New opportunities and new challenges. In E. B. Moje, P. Afflerbach, P. Enciso, & N. K. Lesaux (Eds.), Handbook of reading research (Vol. V). New York: Routledge.
Bråten, I., Britt, M. A., Strømsø, H. I., & Rouet, J.-F. (2011). The role of epistemic beliefs in the comprehension of multiple expository texts: Toward an integrated model. Educational Psychologist, 46(1), 48–70.
Britt, M. A., & Rouet, J.-F. (2012). Learning with multiple documents: Component skills and their acquisition. In J. R. Kirby & M. J. Lawson (Eds.), Enhancing the quality of learning: Dispositions, instruction, and learning processes (pp. 276–314). New York: Cambridge University Press.
Britt, M. A., Rouet, J.-F., & Braasch, J. L. G. (2013). Documents as entities: Extending the situation model theory of comprehension. In M. A. Britt, S. R. Goldman, & J.-F. Rouet (Eds.), Reading - from words to multiple texts (pp. 160–179). New York: Routledge.
Bromme, R., & Goldman, S. R. (2014). The public’s bounded understanding of science. Educational Psychologist, 49(2), 59–69.
Bromme, R., Stadtler, M., & Scharrer, L. (2018). The provenance of certainty: Multiple source use and the public engagement with science. In J. L. G. Braasch, I. Bråten, & M. T. McCrudden (Eds.), Handbook of multiple source use (pp. 269–284). New York: Routledge.
Caulfield, M. A. (2017). Web literacy for student fact checkers. Retrieved from https://webliteracy.pressbooks.com/
Chinn, C. A., & Rinehart, R. W. (2016). Epistemic cognition and philosophy: Developing a new framework for epistemic cognition. In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 460–478). New York: Routledge.
Chinn, C. A., Rinehart, R. W., & Buckland, L. A. (2014). Epistemic cognition and evaluating information: Applying the air model of epistemic cognition. In D. Rapp & J. Braasch (Eds.), Processing inaccurate information (pp. 425–454). Cambridge, MA: MIT Press.
Chinn, C. A., Duncan, R. G., & Rinehart, R. W. (2018). Epistemic design: Design to promote transferable epistemic growth in the PRACCIS project. In E. Manalo, Y. Uesaka & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategies: Theory, research, and practice for effective transfer(pp. 242–259). New York, NY: Routledge.
Coady, D. (2012). What to believe now: Applying epistemology to contemporary issues. Malden, MA: Wiley-Blackwell.
Coiro, J., Coscarelli, C., Maykel, C., & Forzani, E. (2015). Investigating criteria that seventh graders use to evaluate the quality of online information. Journal of Adolescent & Adult Literacy, 59(3), 287–297.
Goldman, A. I. (1986). Epistemology and cognition. Cambridge, MA: Harvard University Press.
Goldman, A. I. (1987). Foundations of social epistemics. Synthese, 73(1), 109–144.
Goldman, A. I. (2011). A guide to social epistemology. In A. I. Goldman & D. Whitcomb (Eds.), Social epistemology: Essential readings (pp. 11–37). New York: Oxford University Press.
Goldman, S. R., Lawless, K., & Manning, F. (2013). Research and development of multiple source comprehension assessment. In M. A. Britt, S. R. Goldman, & J.-F. Rouet (Eds.), Reading - from words to multiple texts (pp. 160–179). New York: Routledge.
Goldberg, S. (2013) Epistemic Dependence in Testimonial Belief, in the Classroom and Beyond. Journal of Philosophy of Education, 47(2), 168–186.
Hargittai, E., & Hsieh, Y. P. (2013). Digital inequality. In W. H. Dutton (Ed.), Oxford handbook of internet studies (pp. 129–150). Oxford, UK: Oxford University Press.
Kammerer, Y., Bråten, I., Gerjets, P., & Strømsø, H. I. (2013). The role of Internet-specific epistemic beliefs in laypersons’ source evaluations and decisions during web search on a medical issue. Computers in Human Behavior, 29(3), 1193–1203.
Kiili, C., Laurinen, L., & Marttunen, M. (2008). Students evaluating Internet sources: From versatile evaluators to uncritical readers. Journal of Educational Computing Research, 39(1), 75–95.
Leu, D. J., Kinzer, C. K., Coiro, J., Castek, J., & Henry, L. A. (2013). New literacies: A dual level theory of the changing nature of literacy, instruction, and assessment. In D. E. Alvermann, N. J. Unrau, & R. B. Ruddell (Eds.), Theoretical models and processes of reading (6th ed., pp. 1150–1181). Newark, DE: International Reading Association.
Longino, H. E. (1990). Science as social knowledge: Values and objectivity in scientific inquiry. Princeton, NJ: Princeton University Press.
Lynch, M. P. (2016). The internet of us: Knowing more and understanding less in the age of big data. New York: WW Norton & Company.
Mayer, R. E. (Ed.). (2014). Cambridge handbook of multimedia learning (2nd ed.). New York: Cambridge University Press.
Napoli, P. M., & Obar, J. A. (2014). The emerging mobile internet underclass: A critique of mobile internet access. The Information Society, 30(5), 323–334.
Oeberst, A., Halatchliyski, I., Kimmerle, J., & Cress, U. (2014). Knowledge construction in Wikipedia: A systemic-constructivist analysis. Journal of the Learning Sciences, 23(2), 149–176.
Quintana, C., Zhang, M., & Krajcik, J. (2005). A framework for supporting metacognitive aspects of online inquiry through software-based scaffolding. Educational Psychologist, 40(4), 235–244.
Rouet, J.-F. (2006). The skills of document use: From text comprehension to web-based learning. Mahwah, NJ: Lawrence Erlbaum Associates.
Rouet, J.-F., & Britt, M. A. (2011). Relevance processes in multiple document comprehension. In M. T. McCrudden, J. P. Magliano, & G. Schraw (Eds.), Text relevance and learning from text (pp. 19–52). Charlotte, NC: Information Age Publishing.
Rouet, J.-F., Britt, M. A., & Durik, A. M. (2017). RESOLV: Readers’ representation of reading contexts and tasks. Educational Psychologist, 52(3), 200–215.
Solé, I., Miras, M., Castells, N., Espino, S., & Minguela, M. (2013). Integrating information: An analysis of the processes involved and the products generated in a written synthesis task. Written Communication, 30(1), 63–90.
Sosa, E. (2011). Knowing full well. Princeton, NJ: Princeton University Press.
Sosa, E. (2015). Judgment and agency. Oxford, UK: Oxford University Press.
Stadtler, M., & Bromme, R. (2008). Effects of the metacognitive computer-tool met.a.ware on the web search of laypersons. Computers in Human Behavior, 24(3), 716–737.
Stadtler, M., Bromme, R., & Rouet, J.-F. (2018). Learning from multiple documents: How can we foster multiple document literacy skills in a sustainable way? In E. Manalo, Y. Uesaka & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategies: Theory, research, and practice (pp. 46–61). Singapore: Routledge.
Schejter, A. M., & Tirosh, N. (2016). A justice-based approach for new media policy: In the paths of righteousness. Cham, Switzerland: Palgrave Macmillan.
Wineburg, S., McGrew, S., Breakstone, J., & Ortega, T. (2016). Evaluating information: The cornerstone of civic online reasoning, Stanford Digital Repository.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Barzilai, S., Chinn, C.A. (2019). Epistemic Thinking in a Networked Society: Contemporary Challenges and Educational Responses. In: Kali, Y., Baram-Tsabari, A., Schejter, A.M. (eds) Learning In a Networked Society. Computer-Supported Collaborative Learning Series, vol 17. Springer, Cham. https://doi.org/10.1007/978-3-030-14610-8_4
Download citation
DOI: https://doi.org/10.1007/978-3-030-14610-8_4
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-14609-2
Online ISBN: 978-3-030-14610-8
eBook Packages: EducationEducation (R0)