Debating credibility: The shaping of information literacies in upper secondary schools

Helena Francke, Olof Sundin, Louise Limberg

Research output: Contribution to journalArticlepeer-review

41 Citations (SciVal)
430 Downloads (Pure)


Abstract in Undetermined
Purpose – The 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/approach – An 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.

Findings – The 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/value – The 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.
Original languageEnglish
Pages (from-to)675-694
JournalJournal of Documentation
Issue number4
Publication statusPublished - 2011

Subject classification (UKÄ)

  • Information Studies


  • Credibility
  • Information literacy
  • Students
  • Socio-cultural perspective
  • Participatory media
  • Upper secondary school


Dive into the research topics of 'Debating credibility: The shaping of information literacies in upper secondary schools'. Together they form a unique fingerprint.

Cite this