Critical Handling of Online Information by Prospective Teachers: A Complementary Analysis Using Narration and Reconstruction Approaches
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| Title: | Critical Handling of Online Information by Prospective Teachers: A Complementary Analysis Using Narration and Reconstruction Approaches |
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| Language: | English |
| Authors: | Carla Schelle, Mita Banerjee (ORCID |
| Source: | Journal of Computer Assisted Learning. 2026 42(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Internet, Information Literacy, Essays, Information Sources, Electronic Learning, Higher Education |
| DOI: | 10.1002/jcal.70187 |
| ISSN: | 0266-4909 1365-2729 |
| Abstract: | Background: In the Information Age, prospective teachers increasingly rely on online sources for research and lesson preparation. This entails dynamic, situation-specific interactions within digital environments, which are increasingly shaped by artificial intelligence. Objectives: This study demonstrates how prospective teachers' information reception and interpretation in online environments can be made accessible through the complementary qualitative methods of narratology and reconstruction. Methods: Through the exemplary analysis of two contrasting case studies, the study highlights mostly hidden yet salient textual and visual elements of a complex digital environment. It identifies the narrative framings, stylistic devices, meanings, and normative assumptions present in the online sources used by prospective teachers, as reflected in their written essays on the health benefits of e-bikes. Results and Conclusions: The qualitative analysis indicates whether, and in what ways, the reception of Internet information by prospective educators is influenced by specific features of the sources, such as narrative framings and normative assumptions. The study employs a novel methodological combination of narrative analysis and objective hermeneutics and outlines potential directions for further research on digital learning in higher education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495962 |
| Database: | ERIC |
| Abstract: | Background: In the Information Age, prospective teachers increasingly rely on online sources for research and lesson preparation. This entails dynamic, situation-specific interactions within digital environments, which are increasingly shaped by artificial intelligence. Objectives: This study demonstrates how prospective teachers' information reception and interpretation in online environments can be made accessible through the complementary qualitative methods of narratology and reconstruction. Methods: Through the exemplary analysis of two contrasting case studies, the study highlights mostly hidden yet salient textual and visual elements of a complex digital environment. It identifies the narrative framings, stylistic devices, meanings, and normative assumptions present in the online sources used by prospective teachers, as reflected in their written essays on the health benefits of e-bikes. Results and Conclusions: The qualitative analysis indicates whether, and in what ways, the reception of Internet information by prospective educators is influenced by specific features of the sources, such as narrative framings and normative assumptions. The study employs a novel methodological combination of narrative analysis and objective hermeneutics and outlines potential directions for further research on digital learning in higher education. |
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| ISSN: | 0266-4909 1365-2729 |
| DOI: | 10.1002/jcal.70187 |
