MSocSc Teemu Mikkonen’s research first reveals that many students hold misconceptions about how to assess the credibility of information and the principles underlying scientific knowledge. Even when students follow guidelines recommended by teachers and information specialists, their interpretations of these guidelines may differ.
For example, claims presented on seemingly official websites, blogs, or social media may be interpreted as based on scientific research due to their appearance or style of argumentation.
“The dissertation suggests that educational institutions should better consider how students interpret credibility assessment guidelines through their own preconceptions and experiences when designing such instructions,” Mikkonen says.
Recognizing emotional appeals is important
Furthermore, Mikkonen emphasizes that teaching critical literacy skills should also include recognizing and evaluating emotionally charged texts and text elements.
“In the study, students justified the credibility of online sources by referring to either their own experiences and emotions or those presented in the text. Appeals to personal experiences and emotions were sometimes used alongside references to scientific research,” Mikkonen describes.
Although most students considered sources they interpreted as expert-based to be more credible, some found claims based on personal experiences more convincing.
“This could be due to narrative techniques used by the author or the charisma of the narrator,” Mikkonen explains.
New perspectives on teaching critical literacy
Mikkonen analyzes students’ evaluations of online source credibility using discourse analysis, rhetorical analysis, and frame analysis.
The dissertation consists of four sub-studies: the first two examine how and on what basis students assess the credibility of sources used in learning tasks, while the latter two explore what rhetorical strategies students recognize in online texts and what interpretive frames they use to assess credibility.
The research demonstrates how qualitative methods can be used to study students’ evaluations of information sources from multiple perspectives. The findings can be applied in teaching and developing critical literacy skills, as well as in research and education related to the topic.
Public defence on Friday 5 September
The doctoral dissertation of MSocSc Teemu Mikkonen in the field of information studies titled Evaluation of the credibility of information sources in the context of upper secondary school learning tasks (Tiedonlähteiden luotettavuuden arviointi lukion oppimistehtävien yhteydessä) will be publicly examined at the Faculty of Information Technology and Communication Sciences at Tampere University at 12 o’clock on Friday 5 September 2025 at Pinni B1096 (Kanslerinrinne 1, Tampere).
The Opponent will be Professor Noora Hirvonen from University of Oulu, Finland. The Custos will be Professor emeritus Eero Sormunen the Faculty of Information Technology and Communication Sciences.
The doctoral dissertation is available online.
The public defence can be followed via remote connection.