Comps paper journal version 2015

TRUSTWORTHINESS EVALUATION, CONTROVERSY, AND READING ABILITY
Trustworthiness Evaluation, Controversy, and Reading Ability:
A Study of Eighth Graders Evaluating Multiple Conflicting Sources
Angela K. Johnson and Ralph T. Putnam

TRUSTWORTHINESS EVALUATION, CONTROVERSY, AND READING ABILITY 0
Abstract
The present study examined how eighth graders evaluate the trustworthiness of sources
presenting opposing views on a controversy. Data included students’ prior opinions on the issue,
trustworthiness ratings of five offline web articles, justifications for those ratings, and a reading
comprehension measure. Students differentiated sources by trustworthiness, but reading ability
correlated with greater differentiation. Prior opinion influenced ratings; this was somewhat
mediated by reading level. Students attended to content factors most frequently, with high
readers attending to authorship more than other readers. Data suggest distraction from the
evaluation task among average and low readers. Implications point to the benefits of teaching
attention to source authorship and providing scaffolds to mediate the complexity of critical
evaluation in the context of reading about controversial issues.

Eighth Graders’ Critical Evaluation of Sources about a Controversial Issue
With large numbers of schools providing “one to one” and “bring your own device”
access, the web has become the front door to information in the classroom. In exchange for
access to vast quantities of information, however, comes the responsibility to determine what
information is reliable and who can be trusted in this immense and free domain. No longer can
the public depend solely on publishing companies, editors, journalists, or librarians to vet
sources; users must also learn to critically evaluate information themselves.
Against this backdrop, educational researchers have scrambled to understand the extent to
which students are capable of and willing to critically evaluate web sources (e.g., Hargittai,
Fullerton, Menchen-Trevino, & Thomas, 2010; Head & Eisenberg, 2010; Metzger & Flanagin,
2013). Studies suggest that students have difficulty determining and applying effective criteria
for evaluating their trustworthiness (Coombes, 2008; Kiili, Laurinen, & Marttunen, 2007; Kim &
Sin, 2011; Kuiper, Volman, & Terwel, 2005). Indeed, evaluation seems to be one of the more
challenging aspects of online reading (Colwell, Hunt-Barron, & Reinking, 2013; Walraven,
Brandgruwel, & Boshuizen, 2009).
At the same time, the Common Core State Standards (Common Core State Standards for
English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects,
2010), still adhered to by 38 states (Norton 2017), prioritize the rigorous expectation that
students assess and construct arguments with sound claims, evidence, and reasoning (Key Shifts
in English Language Arts, 2010). In the pursuit of these students frequently research
controversial issues on the web, and are expected to process and evaluate arguments while also
evaluating trustworthiness. Little is known about how the cognitive challenges of reading
multiple texts with conflicting views may affect middle-grade students’ ability to evaluate the

trustworthiness of sources. If prior opinions significantly affect their ability to do so, students
may be particularly vulnerable to bias and misinformation about controversial issues. Since an
effective democracy rests on an informed electorate, it is important to understand the challenges
inherent in evaluating sources about controversial issues and to teach students developmentally
appropriate methods for overcoming them. This study examines if and how eighth graders’ prior
opinions and reading abilities affect the criteria they apply when evaluating the trustworthiness
of sources about a controversial issue—whether school personnel should be allowed to carry
concealed weapons in schools.
Theoretical Framework
Several theoretical constructs inform the present study. Theories of online text processing
are grounded in theories of offline reading, but apply these to learning on the web, where readers
are more likely to confront multiple conflicting texts of varying trustworthiness. These clarify the
specific skillsets needed to meet such challenges. The processing of multiple conflicting texts is
also influenced by research on persuasion, which is therefore pertinent to the present study.
Finally, theoretical constructs of metacognition bear on our understanding of a reader’s capacity
to manage the challenges of both the learning task and the learning environment. An overview of
these constructs follows.
Online Text Processing
Hartman, Morsink, and Zheng (2010) asserted that a complication of online reading
resides in the “multiple plurals” (p. 140) of online texts. The various elements that combine to
establish meaning—for example, reader, author, task, context, and so forth—are themselves
plural and continually shifting, and therefore confound the act of meaning construction.
Hartman and colleagues proposed that a reader must integrate three types of knowledge in

comprehending online text: (a) knowledge of identity—knowing who wrote a text and how
authors “construct, represent, and project online identities” (p. 146); (b) knowledge of location—
knowing how to “orient oneself in a website” and “in cyberspace” (p. 148); and (c) knowledge of
one’s own goal—knowing why one is reading and remaining focused on that goal. Application
of the first may involve assessment of an author’s expertise and trustworthiness, while the latter
may involve assessment of a site’s match to reading goals.
Studies have shown that, when evaluating sources, students attend to information
relevance more than other criteria (Kuiper et al., 2005; Mothe & Sahut, 2011), signifying that
they do evaluate sources with relevance to reading goals. This is in accordance with Hartman,
Morsink, and Zheng’s (2010) third type of knowledge, knowledge of goal. Other studies have
also shown readers to be task-oriented while reading online, suggesting they are capable of
remaining focused on broader goals (Kiili et al., 2007; Ladbrook & Probert, 2011). Of the three
categories of knowledge, students often lack—or fail to apply—knowledge of identity, or
authorship (Bråten, Strømsø, & Britt, 2009; Coiro, 2007; Zawilinski et al., 2007). Lack of
attention to authorship is particularly problematic because sourcing—defined by Rouet (2006) as
“identifying a number of parameters that characterize the author and conditions of production of
the information” (p. 177)—has been found to improve students’ comprehension of multiple
conflicting online texts (Strømsø, Bråten, & Britt, 2010).
In fact, research on the processing of multiple texts suggests that sourcing is an important
element of comprehension. Rouet (2006) posited that the mental representation an expert reader
creates while reading multiple texts includes two components, or nodes. The content node
comprises a mental representation of the content of a single source, integrating the information
encoded in the text and the prior knowledge of the reader. The source node is a mental

representation of the source and its author, including identification, affiliations, expertise, bias,
and prior knowledge of these. The source representations of individual texts combine to create a
source model, which would reflect, for example, whether two sources agreed or disagreed, and
whether one author was more expert than another. Content and source representations combine
to create a situation model, a synthesized understanding of the topic. To successfully construct a
situation model, the reader identifies the source of each individual text, compares information in
one text to that of another, and maintains a connection between source nodes and content nodes.
Studies show that expert readers successfully attend to source characteristics to help them
synthesize multiple conflicting texts (Wineburg, 1991), but that younger readers have difficulty
keeping track of connections between source and content nodes (Golder & Rouet, 2000, in
Rouet, 2006). Other studies found that readers overlook author and source information as they
evaluate web sources (Bråten et al., 2009; Coiro, 2007; Zawilinski et al., 2007).
Findings suggest, therefore, that enabling attention to the relationship between the author,
purpose, and content of a message is an essential step toward effective evaluation, a claim
reflected in Coiro’s (2014) recommendation that students evaluate web sources based on four
criteria: (a) content relevance (the extent to which information and its presentation meet the
needs of the reader); (b) content accuracy (the extent to which information can be viewed as
factual and accurate); (c) author reliability (the extent to which the author can be trusted to
provide reliable information); and (d) author stance (the perspective or bias of the author, which
may influence his message).
Persuasion Theory
A third body of literature informing the present study involves theories of persuasion. In
studies of persuasive text comprehension, readers consistently demonstrate biased assimilation,

the evaluation of arguments in favor of their personal views (Kobayashi, 2010; Lord, Ross, &
Lepper, 1979). Misinformed readers will also be resistant to correction, a phenomenon known as
the continued influence effect (Lewandowsky, Ecker, Seifert, Schwarz, & Cook, 2012).
According to Lewandowsky et al., the effect may result from the strength of preliminary mental
models constructed during the initial exposure to a series of events, facts, or processes. If a
mental model was initially constructed with misinformation, corrections will create gaps in the
model, and such gaps may be less desirable than retaining a complete, albeit misinformed,
model. In addition, easy to process information is accepted more readily than difficult to process
information. This would include ideas that are expressed simply, but also ideas familiar to the
reader (Lewandowsky et al., 2012). In the context of reading persuasive texts, it would follow
that more easily understood arguments would carry greater weight than those that are more
difficult to understand. In fact, since the structure of argumentative text makes it inherently more
challenging to process than other types of text (Haria & Midgette, 2014; Larson, Britt, & Larson,
2004) one would expect evaluation of argumentative texts in general to be difficult. Wiley and
Bailey (2006) found little evidence of student dyads using evaluative strategies when reading
argumentative texts, and Hsieh and Tsai (2013) found that cognitive load affected the ability of
readers to apply advanced evaluation strategies.
In sum, readers may approach controversial texts with conflicting purposes: On the one
hand a reader instinctively seeks affirmation for prior beliefs; on the other, the evaluation of
trustworthiness requires a more objective assessment. If the source presents an opinion consistent
with one’s own, the reader may accept its argument uncritically; alternatively, if the source
presents an opposing opinion, he or she may attend more closely to counter argue, a kind of
assimilation bias defined as a disconfirmation bias. A second assimilation bias, the confirmation

bias, in which participants seek out information to confirm their existing views and dismiss
information that conflicts with their views, has also been found (Kobayashi, 2010b; Taber &
Lodge, 2006; van Strien et al., 2014; Winkielman, Huber, Kavanagh, & Schwarz, 2012). In
either case, the reader’s assessment of trustworthiness is affected by prior opinion. As
counterintuitive as it may be, readers of persuasive texts would do well to bracket off their
personal views to evaluate trustworthiness from as objective a stance as possible. In one study
students who were instructed to use scientific standards of support provided by evidence to
critically evaluate sources for and against human-induced climate change showed significant
changes in their perceptions of the issue (Lombardi, Sinatra, & Nussbaum, 2013), suggesting
they drew effective conclusions regarding the reliability of the texts they examined. The
implication is that rational objectivity is one important precursor for effectively evaluating texts
about controversial issues.
Metacognitive Processes in Evaluation
Metacognition involves the ability to monitor and self-regulate one’s thinking and
learning, and has been likened to a toolbox: The skilled user knows which tools to use in
particular circumstances, and alleviates some of his workload by efficient selection and
application of those tools (Ford & Yore, 2012). In the cognitive workspace, metacognition is an
executive function allowing for “planning, monitoring, and regulating actions and command of
materials to respect the spatial limitations” of memory, thereby offloading certain cognitive
demands to allow greater cognitive space for message processing (Ford & Yore, 2010, p. 258).
In addition, metacognition is generally considered to be a “significant path to critical
thinking” (Magno, 2010, p. 137). According to Kuhn and Dean (2004), critical thinking requires
“meta-level operations” (p. 270) that consist of both separate and integrated metacognitive skills

functioning at the executive level. The executive operations that serve metacognition include
declarative, conditional, and procedural knowledge; planning, monitoring, and debugging
strategies; information management; and evaluation functions (Magno, 2010). To exemplify,
Magno offers the following:
a meta-level connection occurs when the individual evaluates an argument, . . . makes
sure that they are well informed about the content (declarative knowledge), plans how to
make the argument (planning and procedural knowledge), monitors whether they
understood well the content to be evaluated (monitoring), and potently evaluates the
tasks. (p. 149)
In the context of evaluating sources that present arguments, executive function operates on
multiple levels: on one level the argument itself must be evaluated for cogency; on another level
the source must be evaluated for both relevance and trustworthiness. At the same time, these
functions must occur while bracketing off the reader’s personal bias from his or her evaluation to
retain an objective perspective (Haria & Midgette, 2014), another layer of complexity requiring
metacognitive skill and cognitive resources.
The objectivity that source evaluation requires appears to be facilitated by metacognitive
scaffolds. Lombardi et al. (2013) implemented a successful intervention for supporting the
evaluation of arguments in which students constructed evidence maps for opposing viewpoints.
Metacognition is also associated with the evaluation of source trustworthiness in general. Mason,
Boldrin, and Ariasi (2009) examined the influence of epistemic metacognition, defined as “a
reflective activity about knowledge and knowing” (p. 67), on the evaluation of web sources by
middle-school students. They found epistemic metacognition to be modestly associated with
higher-level reflection on the justification of knowledge on the web. Epistemic metacognition

also predicted the students’ critical comparison of information from several sources. Similarly,
Kiili, Laurinen, and Marttunen (2009) found metacognitive skills essential for effective
comprehension on the web, despite the fact that even competent readers evaluated information
relevance more often than they evaluated credibility. Recognizing the complexities of online
inquiry, Zhang and Quintana (2012) designed a digital support system for scaffolding students’
metacognitive processes, which they found to facilitate a “fewer-but-deeper pattern” of reading
(p. 194) in which students read fewer sources but spent more time on each. Although Zhang and
Quitana did not specifically examine evaluation behaviors, their results suggest that
metacognitive supports allow for deeper processing, a likely prerequisite for evaluation.
Therefore, although metacognition may not necessarily lead to evaluation, evaluation requires
some level of metacognition.
Summary
Taken in sum, the theoretical framework outlined above suggests that evaluating the
trustworthiness of sources presenting multiple views on controversial issues presents several
complexities, complicated even more by a reader’s prior opinions on the topic. These are
outlined as follows:
1. The processing of multiple texts, an inherent element of reading on the web, is more
challenging than the processing of single texts, requiring the reader to maintain an active
link between source and content models to construct an overall situation model.
2. The processing of persuasive texts is more challenging than the processing of narrative
and simple expository texts, requiring more cognitive effort to establish intratextual
connections.

3. The evaluation of multiple conflicting texts presents specific challenges to readers with
prior opinions on the topic, requiring strong executive function skills to evaluate
argumentative and one-sided texts objectively.
4. The process of evaluating sources is itself a higher-order skill, requiring metacognition in
the form of executive function processes.
It becomes clear that evaluating sources in the context of research on controversial issues
requires considerable metacognitive proficiency to coordinate and monitor executive function
processes. Despite this fact, it is common for students conduct web research on controversial
issues of interest to them, because such activities heighten student engagement, serve the
learning goals of the Common Core State Standards, and build critical thinking capacity.
Research Questions
The purpose of this study was to examine how eighth-grade students grappled with the
challenges of evaluating multiple conflicting sources on a controversial issue. Although
numerous studies have examined students’ ability to evaluate the trustworthiness of web sites
(e.g., Goldman, 2011; Wopereis & van Merriënboer, 2011) and others have examined how
students who hold prior opinions synthesize texts presenting conflicting viewpoints (Bråten et
al., 2009; van Strien et al., 2014), few have examined how students evaluate the trustworthiness
of sources presenting conflicting viewpoints on controversial issues about which students have
prior opinions. Against the theoretical backdrop outlined above, the present study was designed
to examine these questions:
1. Are eighth-grade students able to effectively rate the trustworthiness of sources that differ
in quality with regard to author expertise and information referencing?

2. Are eighth-grade students able to set aside their personal opinions on an issue to
objectively evaluate sources that differ in quality with regard to author expertise and
information referencing?
3. By what criteria do eighth-grade students decide what sources to trust while examining
sources that differ in quality with regard to author expertise and information referencing?
4. Do eighth-grade students with differing abilities in reading comprehension apply
evaluation criteria differently?
Method
This study was a descriptive, task-based analysis to determine how students evaluate the
trustworthiness of sources presenting conflicting sides of a controversial issue. Study
participants included 81 eighth graders (42 males and 39 females) in a required language arts
course taught by the first author in a rural-suburban public school in the Midwestern United
States. As measured by qualification for free and reduced school lunch, 29% of the school
population was low income. All students spoke English as a first language.
Data Collection
Students engaged in a task to determine the trustworthiness of articles from the Web that
presented opposing viewpoints on the issue of allowing school employees to carry concealed
weapons in schools. Students examined five articles (see Table 1) in random order: two articles
in favor of allowing school personnel to possess concealed guns in schools (Lott, 2012; Johnston,
n.d.), two articles against (Gorman-Smith & McLaughlin, 2012; Karoli, 2012), and one neutral
article (FactCheck.org, 2012). Of the two pro and two con articles, one was a high-quality source
and one was a low-quality source, based on author expertise and information referencing.
Specifically, authors of the two low-quality sources were individuals without credentials that

would warrant them experts on the topic of guns in schools. The professional identity of one of
those authors was not revealed, and the profession of the other (a minister and medical doctor)
reflected no expertise on the general topic of gun control or on the specific topic of guns in
schools. Both sources considered low quality contained strongly emotional appeals but listed no
references. In contrast, the high-quality sources clearly revealed the authors’ educational and
professional backgrounds, which in both cases provided some indication of expertise on the
issue. These included a former employee of the U.S. Sentencing Commission and a professor
from the University of Chicago’s School of Social Service Administration. In addition, both
high-quality sites contained references for information and were measured in tone. It should be
noted, however, that even the sources considered high quality in the study leaned strongly toward
a particular stance. In the context of researching controversial issues, it is typical for sources to
be partial. Our concern was whether, under such conditions, students would use author and
referencing information that was readily available on the page to help ascertain the
trustworthiness of the sources. Several web site genres, including newspaper opinion columns,
blogs written by religious and special interest groups, and the myth-debunking page of a
nonpartisan research foundation were included. The sites were presented as screen shots in their
original web form but not linked to the Internet while students viewed them; although this made
the task less authentic in that students were unable to search or click on links, it allowed for the
measurement of students’ attention to the most obvious authorship and referencing features—
those that required no further navigation or investigation beyond the first page. The high-quality
sites were chosen in part because they provided ample information about the authors to inform
students’ evaluations of trustworthiness, whereas the low-quality sites provided little or no such
information. Removing the complexity and possible distractions of web space navigation

allowed for a controlled examination of whether students would consider authorship and
referencing features when given easily accessible information and adequate time to do so.
Data collection spanned three class sessions. On the first day, the teacher read aloud
while students read silently a two-paragraph summary presenting opposing sides of the issue and
answered questions regarding vocabulary to clarify the meaning of the paragraph. Students then
circled a statement indicating whether they agreed, disagreed, or felt neutral about the assertion:
“Schools would be safer if school employees, including teachers, were allowed to carry
concealed weapons in school.” Students did not discuss their opinions on the issue, and surveys
were collected immediately.
The teacher then conducted a 15-minute class discussion on web site trustworthiness. She
first asked students to define trustworthiness in general, and then asked how they would define it
in describing web sites. Students defined trustworthiness in terms of people who are “able to be
trusted” or who “you can count on.” Students responded that trustworthy web sites “tell the
truth,” “don’t make up lies to sell you things,” and “have facts, not just stuff people made up.” It
was agreed that trustworthy sites should be used for school assignments while less trustworthy
sites should be avoided.
The next day, students completed the evaluation task in the school computer lab. In one
50-minute period, students examined and rated the trustworthiness of five sources on a 5-point
Likert scale from very trustworthy to not at all (see Appendix A). Trustworthiness was defined in
the directions as “able to be relied on as honest and truthful.” After rating each site, students
listed all the reasons for their rating in a bulleted list.

Data Analysis
Data for quantitative analysis included each student’s (a) prior opinion rating;
(b) trustworthiness rating of the two pro and two con sites; and (c) reading level as determined
by scores on the reading comprehension portion of the Measures of Academic Performance
(MAP) test, administered online by the Northwest Educational Assessment (NWEA). Ratings of
the neutral stance site were excluded. Students were divided into reading groups using divisions
suggested by the NWEA (Comparative Data to Inform Instructional Decisions, 2011), whereby
students .5 standard deviation above the grade-level norm were labeled “higher achievement,”
and those .5 standard deviation below the norm were labeled “lower achievement.” Students
falling in the range between were considered “average achieving readers.” We ran a repeated-
measures ANOVA with Site Quality (high or low) and Site Stance (pro or con) as within-
subjects factors, and Reading Level (low, average, high) and Prior Opinion (con, neutral, pro) as
between-subjects factors.
Qualitative analysis data drew on the pre-task survey of students’ opinion and the
evaluation criteria listed by students to justify their ratings of the five sites, including the neutral
stance site. Analysis of evaluation criteria students listed involved a grounded coding process
(Glaser & Strauss, 2009). Codes emerged through constant comparative analysis, and responses
were attributed to existing codes until the need for new codes was exhausted. A second rater
coded 15% of the student responses for evaluation criteria, with interrater agreement of 77%.
Appendix B contains a list of final codes, with a description and examples of each.
Results
The first two research questions concerned the students’ ability to determine the
trustworthiness of web sites about controversial issues, and were addressed by the quantitative

analysis. The subsequent qualitative analysis presents results relevant to the questions regarding
specific criteria students considered while rating the sites’ trustworthiness.
Source Quality
The ANOVA revealed a positive main effect for source quality on source rating F(1,72 )
= 38.15, p < .001, with a mean trustworthiness rating of 3.79 for high-quality sources and 3.06
for low-quality sources. Overall, students distinguished between the more and less trustworthy
sources. Their ability to distinguish between them, however, was influenced by reading ability,
evidenced by a positive linear interaction between source quality and reading level, F(2,72) =
4.45, p = .015 (See Figure 1). High-level readers rated the low-quality sources lower (M = 2.72)
than did the low-level readers (M = 3.19), and rated the high-quality sources higher (M = 3.91)
than did the low-level readers (M = 3.59). Thus, all subgroups differentiated correctly between
high- and low-quality sources, with stronger readers differentiating them more clearly.
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Insert Figure 1 About Here
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Source Stance
There was an unexpected main effect of source stance on source ratings, F(1, 72) =
17.03, p = .000, with a mean trustworthiness rating of 3.14 for the con source and 3.71 for the
pro sources. Students rated the low-quality pro source (M = 3.56) a full point higher than the
low-quality con source (M = 2.56), but rated the high-quality pro source (M =3.90) only slightly
higher than the high-quality con source (M = 3.79). One explanation for this may be that the
low-quality pro source was written by a Christian minister and medical doctor identified as “Dr.
Johnston,” whom students may have viewed as more trustworthy due to his vocation as minister,
physician, or both. Conversely, the author of the low-quality con article was identified only by
the name “Karoli,” a “card-carrying member of We the People.” While the minister-doctor’s

profession does not guarantee his expertise on the topic of guns in schools, students may have
viewed him more favorably due to his religious affiliations and/or his medical training, even
though Dr. Johnston’s formal education and credentials were not revealed on the page. The rate
of opinion change from pre- to post-task also supports the supposition that students found pro
sources to be generally more convincing than con sources, as more students’ opinions moved
toward a pro stance (n = 30) than moved toward a con stance (n = 18) after completing the task.
Prior Opinion
Students’ evaluations of trustworthiness were influenced by a confirmation bias,
indicated by a positive interaction between source stance and prior opinion, F(2, 72) = 4.977, p =
.009. Overall, students rated sources with which they agreed (M = 3.74) higher than sources with
which they disagreed (M = 3.24). As seen in Figure 2, however, this was not true across all
groups. Students who were against guns in schools prior to the task rated the pro gun sources
slightly higher than they rated the con gun sources.
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Insert Figure 2 About Here
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A closer look at the mean ratings for each site revealed that the low-quality pro-gun
source was rated higher on average than the low-quality con source by all students regardless of
opinion. The ratings of the low-quality pro-gun source were apparently inflated across all groups,
which may explain the unexpectedly high rating of the low-quality pro source by con stance
students. Taking this inflation into account, Figure 2 does show trends reflecting a stronger trust
of sources that align with student opinions and a stronger distrust of those that do not. Reading
level played a role, evidenced by a positive interaction between source stance, prior opinion, and
reading level, F(4, 72) = 4.866, p = .002. Low readers’ mean ratings of sources with which they

agreed were .75 higher than ratings of sources with which they disagreed. The difference in
mean ratings was .63 for average readers and .02 for high readers. As student reading level
increased, so did students’ ability to separate prior opinion from the evaluation of a source’s
trustworthiness.
Evaluation Criteria
Through our qualitative analysis we examined the criteria students used to judge the
trustworthiness of the five sources. Of the categories of evaluation criteria that emerged, four
aligned with Coiro’s (2014) criteria for evaluating web sites: (a) author reliability, (b) author
slant, (c) content accuracy, and (d) content relevance. Three additional categories emerged: (e)
task goal—for criteria revealing the students’ ability or inability to focus on the task goal of site
evaluation; (f) other—for criteria which did not fit into any of the five previous categories; and
(h) not able to code—for comments that could not be understood well enough to code.
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Insert Table 1 About Here
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Table 1 presents the criteria students used to judge the websites, grouped by the six
categories of evaluation criteria and listed in order of the percentage of students referring to
criteria in that category. For example, 95% of students listed one of the content accuracy criteria
at least once; 73% listed one of the author reliability criteria at least once. Within each category,
the specific criteria are similarly listed in order of the percentage of students listing the criterion
at least once. Thus 84% of students recorded at least one criteria coded as evidence/facts/data.
Note this measure of frequency is based on whether a student included a particular criterion at
least once, not how many times the student listed the criterion. Another indicator of criteria use is
how many times a criterion was listed by students, which is captured by the average number of

times a criterion was cited per student (third column in Table 1). Thus, across all students,
content accuracy criteria were listed an average of 7.96 times per student; evidence/facts/data
was listed an average of 2.81 times per student. For this initial consideration of the criteria
students used, we focus on the percentage of students citing a criterion or category of criteria at
least once.
Overall, content accuracy criteria were cited by the most students, with 95% of students
listing at least one content accuracy criterion. The top two criteria cited by students were content
accuracy criteria: facts/evidence/data –references to evidence, facts, proof, data, statistics,
research, or scientific studies (e.g., “gives facts about gun control and homicide rates,” or
“backed up with examples and facts”); and reasoning/commentary—references to reasoning,
explanation, commentary, logic, or examples (e.g., “gives good reasoning,” “gives reasons why,”
or “shows examples of why he’s right”). Students, regardless of reading level, based their
judgments of a site’s trustworthiness most often on whether the site provided factual evidence for
its opinion, and whether it provided adequate reasoning for that opinion. The third most common
criteria was logical/makes sense—statements reflecting the reader’s assessment of whether an
argument was logical, reasonable, sensible, sound, or convincing (e.g., “has unrealistic ideas
about what could happen,” and “I don’t know if all this will help violence go down”). Students
clearly attended to the content of arguments presented when evaluating the sources, a finding
inconsistent with prior research indicating that students tend to base evaluations of
trustworthiness on surface features rather than on content (Kiili et al., 2007; Kuiper et al., 2005;
Ladbrook & Probert, 2011; Mothe & Sahut, 2011). However, our design removed the
complexities of web navigation and narrowed the evaluation process by limiting students to the

examination of one page per source. Within this more controlled design students took the time to
read more deeply and to judge the validity of arguments presented.
The students’ strong emphasis on site content may be informed by research on student
engagement and comprehension. Argumentative tasks have been shown to prompt greater
engagement than simple fact-finding tasks (Nussbaum & Sinatra, 2003), and situational interest
may prompt deeper text comprehension (Schraw & Lehman, 2001). Furthermore, students asked
to construct arguments comprehend sources more deeply than when asked to construct narrative
or expository accounts of source texts (Wiley & Voss, 1999). The students in the present study
were not asked to compose arguments, but because their opinions were assessed prior to the task,
they may have viewed reading as a formative step in constructing a revised opinion on the issue.
The second-most cited category of trustworthiness criteria was content relevance, with
84% of students listing these criteria. Codes in this category conveyed a source’s usefulness in
regards to information it provided or the way information was presented. The most-cited code
within content relevance was focused, applied when students judged the trustworthiness of a
source based on whether it was focused clearly on the issue. Because clear focus fulfills the
needs of the reader by making information easier to locate and understand, it was considered a
type of relevance. Comments about the text veering off topic were assigned this code, as in
“going too much out of topic” or “stays on topic throughout the reading.” The code was also
applied in situations in which students had difficulty making sense of an author’s stance, as in “I
can’t tell what they’re trying to tell the reader” or “not very sure what they’re trying to prove.”
Prevalence of this code among all levels of readers is consistent with prior research indicating
that information relevance (in this case, relevance characterized by usability) is a priority with

readers. However, since relevance should not be directly equated with trustworthiness—they are
essentially separate constructs— the finding is somewhat problematic.
The next criteria categories dealt with authors. Author reliability (73%) concerns qualities
of the author that suggest whether he or she can be trusted to provide reliable information on a
topic, including whether information about the author is available and adequate, as well as
whether the information suggests reliability and trustworthiness. Author slant (57%) criteria
reflect whether the author seeks to persuade by presenting information in biased way, or whether
the author’s purpose may influence his or her objectivity. The only author-related code in the top
five individual criteria was balance/bias (54%), indicating that many students considered
whether sites presented a one-sided or balanced view of the issue. Examples included comments
such as “doesn’t take other people’s opinion into consideration,” “isn’t trying to be persuasive,
just factual,” “it gave opinions on people who want guns and people who do not” and “keeps on
one subject only, rejecting guns.” Again, this supports the finding that students at least attempted
to comprehend the arguments presented on the sites and considered whether the authors were
biased or balanced. Moreover, the fact that this was the only author-related code to appear in the
top five criteria suggests that students were more strongly focused on argument content than on
identifying author reliability. The remaining author-related categories were generally less
frequent, indicating that many students judged trustworthiness without attending to the identity
and expertise of the site authors. This is despite the fact that the education and experience of the
high-quality site authors were clearly noted on the sites, whereas details on the education and
topic-relevant experience of the lower quality site authors were largely absent. This finding is in
line with prior research suggesting that students do not typically examine author expertise and

author stance in their determination of trustworthiness (Britt & Aglinskas, 2002; Walraven et al.,
2009).
The Influence of Reading Ability
Columns 4-6 of Table 1 present the average number of times each evaluation criterion
was cited by low, average, and high readers. These data suggest differing competence in
evaluating sources, especially for high readers, whose evaluation criteria were markedly different
from those of average and low readers.
Author-related Criteria. High readers focused more frequently on author reliability and
author stance (6.91 and 2.38 times per student) than did average readers (3.72 and 1.03 times per
student) and low readers (1.15 and 0.85 times per student). When high readers did refer to
authorship, their justifications were more articulate and specific than those of low readers, for
example: “obvious use of heavy persuasion,” “gives counter-arguments,” and “doesn’t give us
background info on the author.” In contrast, when low-level readers referenced authorship, their
comments tended to be less specific, for example, “it’s opinion,” or “just opinions” to indicate
bias, and “informal talk” or “joking around” to indicate language that called the author’s
expertise or character into question. Thus, high readers not only attended more to authorship, but
when they did, more capably articulated their justifications.
Prior Opinion. Frequencies of particular criteria used by students supported quantitative
results showing a significant interaction among prior opinion, reading level, and site stance. The
code agree or disagree indicated that students evaluated sources based on whether they agreed
with them or not, for example: “I think I can trust it because some of the things here sound like
something I would have said;” “I trust what he has to say because he’s right;” “I like this site
because it agrees with my opinions;” and “I think it has a good viewpoint of what I believe, told

from my point of view.” This code was applied an average of .55 times per low reader and 1.00
times per average reader. Conversely, the code was applied only .03 times per high reader,
appearing only once among this group; high readers were more capable of considering
trustworthiness independent of their opinions on the topic, whereas average readers struggled to
set aside their personal biases while evaluating. The bracketing off of biases described by Haria
and Midgette (2014) requires the reader to separate his or her personal stance on an issue from
the task goal of evaluating an argument and from the task goal of evaluating the source. The
ability to bracket off biases to consider an argument and its source objectively is a complex
cognitive skill that challenged both average and low readers. While one might expect average
readers to more capably bracket off biases than low readers, the higher incidence of this code
among average readers may be explained by the lower readers’ inability to clearly comprehend
the texts, in which case their understanding of the arguments presented was not sufficient to
recognize their agreement or disagreement with the sites.
Focus on Task Goal. A second trend observed in the frequencies of criteria parallels the
students’ ability to bracket off biases and reiterates the ability of high readers to retain an
objective stance. Consistent with research linking metacognition and evaluation, low and average
readers showed difficulty retaining focus on the task goal of source evaluation while reading
about the controversy. These students conflated justifying an evaluation of the source’s
trustworthiness with justification of a stance on the issue, as evidenced by high frequency of the
justifies stance code for low readers (1.80 times per student) and average readers (1.69 times per
student). This code was applied when students justified their source rating with an argument
supporting or refuting a stance on the issue, for example, “Guns don’t kill people, people kill
people,” “gun free zones are the safest for murderers,” and “teachers would have a hard time

protecting the class if it was too big.” At other times, students recorded information from the site
(records random fact from site code), similarly reflecting a failure to focus on the task goal of
evaluating trustworthiness. The task goal-(minus) code signified this loss of focus on source
evaluation and was common among both low readers (2.45 times per student) and average
readers (2.22 times per student), but rare among high readers (.27 times per student). Capable
readers retained focus on the task goal of source evaluation more successfully than did average
and low readers, likely a function of stronger metacognitive skill. Conversely, there was a low
incidence of the task goal+(plus) code across all students (applied by 2.47% of all students).
This code was applied when students made a clear distinction between evaluation of source
trustworthiness and consideration of the argument, an indication that metacognitive skill was at
work, for example: “I understand their point and I agree but for a report this won’t be a site I
would refer to,” or “This article is very trustworthy, but I don’t agree that guns should be in
schools.” The code was applied three times with two students, one high and one average reader.
Though it is likely other students made this distinction mentally, the fact that so many average
and low readers struggled to retain focus on the goal of task evaluation, and so few high readers
articulated a detachment of their opinion on the issue from their evaluation of trustworthiness,
indicates this was a challenging task for most readers.
Overall, the comparison of low, average, and high readers supports prior research
indicating that argumentative text comprehension is highly complex and challenging. Readers
must attend to authors’ intent, divorce personal opinions from their evaluations of arguments,
question authors’ biases while setting their own aside, and critically analyze argument validity
(Haria & Midgette, 2014). In this study, many low and average readers seemed preoccupied

with text processing and evaluating arguments, presumably leaving little cognitive space to
consider factors such as author expertise and bias in evaluations of trustworthiness.
Conclusion
This study fills a gap in the literature on source evaluation by examining the criteria
eighth graders applied in evaluating sources presenting arguments on a controversial issue. It
examines the effects of prior opinion, reading ability, and source stance on source evaluation,
showing interesting patterns in the evaluation criteria applied by students. However, the study is
not without limitations. Although it reveals the criteria students applied in their evaluations of
source trustworthiness, the use of those criteria does not necessarily suggest their skillful
application. Criteria indicate only that a student is considering a particular rationale, not that he
or she is doing so proficiently. If students sometimes misapplied criteria, however, it may still be
viewed as evidence of progress from the absence of any criteria to an attempt at thoughtful
evaluation, albeit clumsy.
Students’ evaluations were influenced by their prior opinions on the issue, confirming the
existence of an assimilation bias. This suggests that methods for debiasing such as those
suggested by Lewandowsky et al. (2012) might be necessary to guard against such tendencies.
For example, fostering healthy skepticism about a source can reduce the influence of
misinformation. Weaker readers especially may benefit from instruction specifically targeted
toward debiasing. However, what specific debiasing techniques would be most effective with
young adolescents in the context of source evaluation is largely unknown. Methods for
effectively reducing assimilation bias in these circumstances, and especially among struggling
readers, is a topic for future research.

That this task was difficult not only for low ability readers, but also for average readers,
deserves closer examination. Cognitive load theory (Sweller, 2011), in which cognitive load is
comprised of intrinsic, germane, and extraneous load (Paas, Renkl, & Sweller, 2004) may be
relevant. Intrinsic load depends on the cognitive work required to process the material to be
learned, and is therefore dependent on text difficulty or concept complexity, while germane load
is dependent on the skills and capacities of the individual, consisting of the prior knowledge and
skillsets applied during the learning process. Germane load might theoretically be reduced by
improving one’s metacognitive skill, thereby facilitating the processing of intrinsic load more
efficiently or effectively (Antonenko & Niederhauser, 2010). Both intrinsic and germane load
contribute to understanding. Extraneous load, however, refers to cognitive work that does not
contribute to an individual’s understanding and therefore detracts from learning. In cognitive
load theory, a goal of instructional design is to reduce extraneous load as much as possible to
allow more mental space for intrinsic and germane loads. Cognitive load can also be mediated by
teaching strategies for more efficient processing (thereby reducing germane load) or by scaling
back the complexity of the task to a level within the zone of the learner’s proximal development
(Vygotsky, 1978), thereby reducing intrinsic load. If even average readers struggle to apply the
metacognitive skills required to retain focus on source evaluation while processing
argumentative text, it follows that instructional scaffolds could support them. But what are
those? In a task as complex as the one studied here, how might cognitive load be reduced, and to
what extent? Which scaffolds serve to reduce germane load rather than to increase extraneous
load? These are important questions for future research that touch not just on source evaluation,
but on instructional design and delivery for critical thinking in general.

Since struggling readers in this study also attended less frequently to evaluation criteria
reflecting on authorship than did stronger readers, explicitly teaching students to attend more
specifically to authorship may be a promising practical solution to strengthen all students’
evaluation skills. To ignore authorship is to ignore an issue of central importance in evaluating
the trustworthiness of sources about controversial issues. Encouraging attention to it may be a
simple, efficient, and effective way to shift attention away from a reader’s personal opinion
while at the same time encouraging his or her attention to potential biases, conflicts of interest,
and issues of author expertise.
In sum, the present study points to the importance of instructional approaches that
scaffold evaluations of a source’s trustworthiness for average as well as struggling readers, that
encourage attention to authorship, that help readers to retain the metacognitive stance required to
separate personal opinion from determination of a source’s trustworthiness, and that support
readers in managing the simultaneous demands of multiple text processing, argumentative text
processing, and source evaluation.

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Table 1
Evaluation Criteria Frequencies
Average Times Cited Per Student
Category/Code
Students
Referring to
Criteria
(%)
All
Students
(n=81)
Low
Readers
(n=20)
Average
Readers
(n=32)
H
Rea
(n=
Content Accuracy 95.06% 7.96 7.10 7.36 9
evidence/facts/data 83.95% 2.81 2.30 2.53 3
reasoning/commentary 69.14% 2.58 2.60 2.34 2
logical/makes sense 58.02% 1.44 1.25 1.66 1
quotes other sources 30.86% 0.48 0.40 0.22 0
corroborating source 17.28% 0.23 0.15 0.16 0
pictures/graphs 12.35% 0.14 0.05 0.13 0
date/age 11.11% 0.21 0.30 0.19 0
prior knowledge of topic 6.17% 0.07 0.05 0.13 0
Content Relevance 83.95% 4.97 5.45 5.12 4
focused 43.21% 0.80 0.80 0.94 0
graphs/charts/pictures 41.98% 0.69 0.50 0.81 0
length/amount/detail of info 37.04% 0.70 1.20 0.47 0
info relevance 35.80% 0.86 1.00 1.03 0
organization/rhetoric 32.10% 0.58 0.85 0.53 0
solutions 18.52% 0.31 0.15 0.53 0
language access 16.05% 0.28 0.45 0.09 0
ads/links/sidebar content 12.35% 0.27 0.00 0.28 0
links to additional info 11.11% 0.19 0.15 0.13 0
interesting 9.88% 0.14 0.35 0.03 0
interactive 4.94% 0.15 0.00 0.28 0
Author Reliability 72.84% 4.22 1.15 3.72 6
language 30.86% 0.52 0.35 0.72 0
refers to specific source/type 29.63% 0.41 0.30 0.28 0
author character 28.40% 0.47 0.35 0.50 0
source/author info available 24.69% 0.88 0.05 0.41 1
published/vetted 22.22% 0.33 0.00 0.25 0
author expertise 20.99% 0.30 0.00 0.34 0
number of authors/sources 14.81% 0.26 0.00 0.09 0
familiar with site 13.58% 0.17 0.00 0.16 0
appearance 9.88% 0.23 0.00 0.09 0
title 9.88% 0.10 0.10 0.16 0
ad quality 8.64% 0.12 0.00 0.19 0

ad quantity 8.64% 0.15 0.00 0.13 0
popularity 7.41% 0.17 0.00 0.25 0
pictures 6.17% 0.07 0.00 0.06 0
writer has own blog or site 3.70% 0.04 0.00 0.09 0
Author Slant 56.79% 1.47 0.85 1.03 2
balance/bias 4 54.32% 1.28 0.80 0.78 2
author purpose 7.41% 0.19 0.05 0.25 0
Other 46.91% 0.87 0.95 1.28 0
agree/disagree 27.16% 0.54 0.55 1.00 0
general statement of trust 27.16% 0.33 0.40 0.28 0
Task Goal – 33.33% 1.58 2.45 2.22 0
justifies stance 27.16% 1.15 1.80 1.69 0
records random fact from site 16.05% 0.43 0.65 0.53 0
Task Goal +
explicitly focused on goal
2.47% 0.04 0.00 0.06 0
NC not able to code 33.33% 0.53 0.60 0.53 0

Figure 1. Average site ratings of high and low quality sites by student reading level.
2.00
2.50
3.00
3.50
4.00
4.50
low high
Site Quality
low readers
ave readers
high readers

Figure 2. Average site ratings of pro and con stance sites by students’ prior opinion (for, against, and neutral to allowing school
personnel to carry concealed weapons in schools).
2.00
2.50
3.00
3.50
4.00
4.50
Con Guns Pro Guns
Site Stance
For
Neutral
Against

Appendix A
Table A1
Sources Included in Evaluation Task
Title of
Article
URL Address of Static Site in
PDF format
Source Description Source
Stance
Viewpoint:
Arming
Teachers
Isn’t the
Answer
http://goo.gl/SEPeiM TIME Magazine op ed
written by a professor at the
University of Chicago’s
School of Social Service
Administration and senior
research fellow with the
nonpartisan Coalition for
Evidence-Based Policy; and
an education policy
consultant to The American
Federation of Teachers,
Teach for America and
Senator Tom Harkin.
Con (Against
Guns in
Schools)
Opposing
View: Guns
in Schools
Can Save
Lives
http://goo.gl/OjP3Or USA Today op ed written by
a former chief economist for
the U.S. Sentencing
Commission and author of
More Guns, Less Crime
Pro (For
Guns in
Schools)
Arming
Teachers Is
Not an
Answer
http://goo.gl/Dn4nDS Crooks and Liars blog
written by an author
identified as “Karoli,” a
“card-carrying member of
Con (Against
Guns in
Schools)

We the People.” No other
author information available
on the page.
Stop
School
Shootings
by Letting
Teachers
and
Principals
Carry Guns
http://goo.gl/CdXeXI Right Remedy blog written
by Dr. Patrick Johnston, a
minister and medical doctor.
No other author information
available on page.
Pro (For
Guns in
Schools)
Gun
Rhetoric vs.
Gun Facts
http://goo.gl/NwYpKt FactCheck.org site “offering
facts and context as the
national gun control debate
intensifies.”
Neutral

Appendix B
Task Instructions Day 1
Name_________________________
In December of 2012, in Newtown, Connecticut, an armed gunman forced his way into an elementary school. Before he was finally
stopped, he took the lives of 20 children and 6 adults. Since then, legislators in several states have introduced bills to allow school
employees to carry guns on school property. Those legislators believe that if school employees were armed, they would be better able
to protect children in situations like Newtown. Those who disagree believe that allowing school employees to carry guns would not
make those schools safer.
Having read the introduction, what is your opinion about the following statement?
Allowing school employees, including teachers, to carry concealed weapons in school would make my school a safer place.
Circle one of the following:
I strongly agree.
I tend to agree.
I’m not sure.
I tend to disagree.
I strongly disagree.

Appendix C
Task Instructions Day 2
Name_________________________
DIRECTIONS:
1. Open Internet Explorer and go to the home page of the media center. Click on the RESEARCH TASK link in the yellow
sidebar.
The Task
Imagine that your state has recently passed a law allowing adults who have a permit to carry concealed weapons in schools—including
school employees like principals and teachers. However, the law also states that individual districts have the right to outlaw concealed
weapons in their schools if they wish to do so.
In light of recent school shootings in which numerous students and teachers lost their lives, your school board is discussing whether or
not to allow adult employees to carry concealed weapons in your school. You are doing research to learn more about this issue. These
are some web sites you have found:
2. Read and examine each of the sites. You may visit them in any order, and you may return to previous sites whenever you wish.
As you read and examine the sites, complete the following chart in as much detail as you can. You will have 50 minutes to complete
the task, allowing approximately 10 minutes per site. You will be given a signal every 15 minutes to help you keep track of time.
Name of the site
you are rating:
This is in the
banner of the
site. An
abbreviation is
fine!
Rate the trustworthiness
of the site by circling one.
NOTE: The definition of
trustworthiness is “able
to be relied on as honest
and truthful.”
In a bulleted list, write down ALL THE
REASONS YOU HAVE for the
trustworthiness rating you chose in column
2. BE SPECIFIC. For example, DO NOT
write generalities, as in “I like it better” or
“it’s a worse site.” Be specific about your
reasons and write ALL your reasons down!

YOU MAY CONTINUE ON THE BACK IF
NEEDED.
Name of site:
(VERY briefly—
from the banner!)
1 -- not at all trustworthy
2 -- questionably
trustworthy
3 -- I can’t tell or
determine trustworthiness
4 -- somewhat
trustworthy
5 -- very trustworthy
-
-
-
-
-
-
-
Name of site: 1 -- not at all trustworthy
2 -- questionably
trustworthy
4 -- somewhat
trustworthy
-
-
-
-
-
-
-
Name of site: 1 -- not at all trustworthy -

2 -- questionably
trustworthy
4 -- somewhat
trustworthy
-
-
-
-
-
-
-
2 -- questionably
trustworthy
4 -- somewhat
trustworthy
-
-
-
-
-
-
-
-
2 -- questionably
trustworthy
-
-
-

4 -- somewhat
trustworthy
-
-
-
-
-

Appendix E
List of Codes
Code
Category
Code name Code description Example
Author
Reliability
ad quality quality of ads or promotional links reflect on reliability
of source
“ads on side of page are
encouragement for
positive ideas”
ad quantity quantity of ads or promotional links reflects on source
reliability
“the site has too many
ads”
appearance general appearance (how site looks) reflects on source
reliability
“looks fake”
author character author's perceived character reflects on reliability of
source
“they are trying to
protect children and
teachers”
“bashed police officers”
author expertise expertise of author reflects on reliability of source “written by a professor
at the University of
Chicago”
familiar with site extent to which site is recognized or well-known reflects
on reliability of source
“magazine I’ve heard of
before”
language extent to which language on the site is perceived as
appropriate (indicating an educated or self-controlled
writer) reflects on reliability of source
“uses rude language”
number of
authors/sources
number or authors or information sources reflects on its
reliability
“many different sources
are given”
pictures pictures reflect on the reliability of the source “pictures are
believable”

popularity popularity of site reflects on reliability of source “popular magazine”
published/vetted whether source has been published or vetted reflects on
reliability
“information was
checked”
refers to specific
source/type
source contains reference(s) to specific source(s) or
type(s) of information that reflect on its reliability
“quotes the president”
“gets info from people
who studied the
problem”
source/author info
available
extent to which source(s) and author(s) are able to be
identified or are described reflects on reliability of the
source
“has the authors listed”
“tells the sources”
title title of source reflects on its reliability “suspicious title”
writer has own blog or
site
recognition that author has his own blog or site reflects
on reliability of source
“has his own blog so
must know something”
Author
Stance
author purpose purpose of site considered in evaluating reliability of the
source/author
“might just be trying to
sell you his book”
balance/bias extent to which source/author avoids bias/seeks balance
reflects on reliability
“tells both sides of the
issue”
“very biased to guns”
Content
Accuracy
corroborating sources extent to which source provides references to
corroborating sources reflects on its accuracy
“supports opinion with
other sides backing him
up”
date/age age/date of site (or information on site) reflects on its
accuracy
“newly published”
evidence/facts/data extent to which source contains references to evidence,
facts, proof, data, statistics, research, or scientific
studies reflects on its accuracy
“gives facts and
statistics”

logical/makes sense extent to which an argument presented by the source is
logical/reasonable (sensible, sound, or convincing)
reflects on its accuracy
“argument makes
sense”
“seems like a good
argument”
pictures/graphs extent to which pictures, graphs or charts provide
support/corroborating evidence reflects on its accuracy
“graphs prove he’s
probably right”
prior knowledge of
topic
extent to which informative content of site matches
reader's prior knowledge reflects on its accuracy
“the facts are true from
what I have heard”
quotes other sources extent to which there are direct quotes in informational
text reflects on information accuracy
“has quotes from lots of
people”
reasoning/commentary extent to which source provides adequate reasoning,
explanation, commentary, logic, or examples reflects on
its accuracy
“explains how his
solutions are going to
help”
Content
Relevance
ads/links/sidebar
content
evaluation based on extent to which ads, links, or
sidebar content distract the reader, making site less
usable
“ads are distracting”
“ads are bigger than the
article--annoying”
focused evaluation based on extent to which informational text is
perceived to remain on-topic or focused for improved
usability and understanding
“focuses on the problem
at hand”
“doesn’t exactly state a
claim”
graphs/charts/pics evaluation based on extent to which pictures, graphs,
charts serve the reader as tools for understanding,
making site more usable
“charts to help show
shooting rates”
“needs graphs to help
explain”
info relevance evaluation based on extent to which information or
details are perceived as relevant to the task; whether the
information provided is what the reader is looking for
“there’s a lot of info
about arming teachers”
“good information”

interaction evaluation based on extent to which the reader can
interact with the site by responding, contributing to, or
joining the cause (including links to social networks)
“links to Facebook and
Twitter”
interesting evaluation based on extent to which source content
interests or engages the reader
“kept my interest”
“pretty good hook”
language access extent to which language on the site is accessible to the
reader, making site more usable
“uses big words I don’t
understand”
length/amount/detail
of info
evaluation based on extent to which length, amount, or
detail of information meets the needs of the reader
“gives a lot of detail”
links to additional info evaluation based on extent to which site provides links
to additional information to learn more or meet
information needs of the reader
“has links to other sites
to learn more about it”
organization/rhetoric extent to which organization of text or text features
serve reader's comprehension or informational needs,
making site more usable
“tabs help you find what
you need”
“gives a nice summary
in the introduction”
solutions evaluation based on extent to which site offers solutions
to the problem of school shootings (solutions are a
reader need)
“offers ways to solve the
problem”
Task Goal+
(plus)
explicitly focused on
task goal
reader specifically states there is a difference between
his/her personal stance and his/her rating, showing a
bracketing off of personal opinion to evaluate site
objectively
“I agree with the writer,
but I don’t think I trust
this site”
Task Goal-
(minus) =
does not
attend to
justifies stance reader provides justification for a stance on the issue
rather than justification for evaluation of source
“the only way to stop a
bad guy with a gun is a
good guy with a gun”

task goal
while
evaluating
records random fact
from site
reader records random fact or quote from the site “police are recruiting
students just in case the
teacher fails at his job”
Other agree/disagree extent to which reader agrees or disagrees with source
stance used to determine trustworthiness
“I agree that guns
should be allowed in
school”
“this sounds like what I
would have said”
general statement of
trust
reader makes a general statement of trustworthiness or
information reliability without providing clear
justification for it
“very trusting”
Not Able to
Code
not able to code intended meaning not clear enough to code “tell some trustworthy
in it”

Comps paper journal version 2015

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