TY  - JOUR
AB  - 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.
VL  - 67
IS  - 4
SN  - 0022-0418
DO  - 10.1108/00220411111145043
UR  - https://doi.org/10.1108/00220411111145043
AU  - Francke Helena
AU  - Sundin Olof
AU  - Limberg Louise
PY  - 2011
Y1  - 2011/01/01
TI  - Debating credibility: the shaping of information literacies in upper secondary school
T2  - Journal of Documentation
PB  - Emerald Group Publishing Limited
SP  - 675
EP  - 694
Y2  - 2024/04/23
ER  -