Carita Kiili|Ivar Bråten|Nina Kullberg|Paavo H.T. Leppänen
Investigating elementary school students’ text-based argumentation with multiple online information resources
University of Oslo|Tampere University|University of Oslo|University of Jyväskylä|University of Jyväskylä
study explored elementary school students used multiple information resources responding textbased argumentation task asking research set online texts order state justify stance controversial healthrelated issue results showed students took stance consistent majority information resources read mainly drew reliable resources written task products justified stance providing one supporting reasons students relied much copying paraphrasing content online resources integrating information within across resources however rarely referred sources written products general girls found outperform boys measures content argumentation integration written task products aspects written products also positively related students basic reading reasoning skills discussion highlights challenges many elementary school students experience complex literacy task context suggests avenues future research discusses instructional implications study