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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
Language: English
Authors: Carla Schelle, Mita Banerjee (ORCID 0000-0002-7667-9844), Olga Zlatkin-Troitschanskaia, Amina A. Touzos (ORCID 0009-0004-4257-9898), Dominik Braunheim (ORCID 0009-0007-0583-4169)
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
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  Data: Critical Handling of Online Information by Prospective Teachers: A Complementary Analysis Using Narration and Reconstruction Approaches
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  Data: <searchLink fieldCode="AR" term="%22Carla+Schelle%22">Carla Schelle</searchLink><br /><searchLink fieldCode="AR" term="%22Mita+Banerjee%22">Mita Banerjee</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7667-9844">0000-0002-7667-9844</externalLink>)<br /><searchLink fieldCode="AR" term="%22Olga+Zlatkin-Troitschanskaia%22">Olga Zlatkin-Troitschanskaia</searchLink><br /><searchLink fieldCode="AR" term="%22Amina+A%2E+Touzos%22">Amina A. Touzos</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-4257-9898">0009-0004-4257-9898</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dominik+Braunheim%22">Dominik Braunheim</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-0583-4169">0009-0007-0583-4169</externalLink>)
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  Data: 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
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Internet%22">Internet</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Literacy%22">Information Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Essays%22">Essays</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Sources%22">Information Sources</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink>
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  Data: 10.1002/jcal.70187
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  Data: 0266-4909<br />1365-2729
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  Label: Abstract
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  Data: 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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      – SubjectFull: Information Sources
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