This essay is an ideographic study over the capacity of high school students to use the Internet with source criticism, and their attitudes towards this media. It’s a qualitative study whose main purpose is to seek out how the students reflect upon the problems facing them when searching facts and information over the internet.The focus group is six 18 year old high school students, who are studying in a normal sized town in the middle of Sweden, and are about to finish their studies in the program for social sciences. The study was made through interviews, one on one with the students,The results of the analysis have shown that even if students not necessarily use a pre meditated method when searching for information over the internet, they do have a basic understanding of the matter, especially concerning the nature of the source, who published it and why. Not all students made any thorough comparison with other, already established media, such as TV or books, but the analysis made it clear that they more or less deliberately saw the established media as more trustworthy in general. Individuals publishing on the internet, such as bloggers and Wikipedia, are seen with the utmost skepticism while public institutions such as universities and public service TV, are generally trusted as being honest and objective, also when publishing on the internet.

The aim with this study is to examine how students and teachers value source criticism. Partly, this regards how teachers practice this in their teaching and how students work with it during lessons – but also how students value source criticism in situations where the teacher not has pointed out that this topic is part of the actual assignment. Moreover, there is a focus on investigating how students who are critical of the sources take this into account in their daily lives; for example, when they surf on the Internet or when they discuss news articles or other media. This essay is based on interviews with students and teachers, using a qualitative method.   The results of this study show that both students and teachers find source criticism to be of major importance. However, the results show that the students relate source criticism with school, since the students feel that the perspective of criticism gets omitted in daily situations where they do not get assessed. Additionally, this study makes it clear that teachers are working with source criticism in similar ways. For example, all teachers who participated in this study seem to include a period during the students’ first year on upper secondary school with an emphasis on this particular area. Thereafter, source criticism is included frequently in the teaching through analyses in the tasks that follow. Nevertheless, the students highlighted that they would like more concrete teaching within the area of source criticism on a frequent basis during lessons, especially during the later terms of upper secondary school.

Inom ämnena svenska och samhällskunskap ska det ske undervisning i informationssökning och källkritik i olika medier i grundskolan. Syftet med denna studie är att bidra med information om hur lärare i årskurs 4-6 uppfattar informationssökning och källkritik i läroplanen samt hur lärare upplever undervisningen i dessa. Enligt den redovisade forskningen i denna studie är källkritik en del av informationssökningen och att lärare anser att elever i årskurs 4-6 inte ska undervisas i informationssökning och källkritik på Internet samt att det finns flera olika sätt för lärare att bedriva sin undervisning. Studien har en kvalitativ fenomenografisk och fenomenologisk forskningsansats. Materialet samlades in genom intervjuer och analyserades genom en kartläggning på likheter och skillnader samt genom att se mönster i lärarnas utsagor. Resultatet visar att lärarna anser att källkritik och informationssökning i undervisningen inte går att särskiljas från varandra, att lärare i årskurs 4-6 bör undervisa elever i informationssökning och källkritik på Internet och att lärare använder sig av diverse olika sätt att bedriva sin undervisning på. / Within the subjects of Swedish and Civics there must be teaching in information retrieval and source criticism in various media in primary school. The purpose of this study is to provide information on how teachers in grades 4-6 perceive information retrieval and source criticism in the primary school curriculum and how teachers experience teaching this subject. According to the research reported in this study the source criticism is part of the information retrieval and that teachers believe that students in grades 4-6 should not be taught information retrieval and source criticism on the Internet, and also that there are several different ways for teachers to pursue their teaching. The study has a qualitative phenomenographic and phenomenological approach. The materials were collected through interviews and was analyzed by mapping the similarities and differences and by finding patterns in the teachers´ descriptions. The results show that teachers believe that the criticism of sources and information retrieval in the teaching can not be distinguished from eachother, that the teachers in grades 4-6 should teach students in information retrieval and source criticism on the Internet and that teachers use various ways to conduct their teaching.

<p>This paper, called <em>Pupils' practice of source criticism on the Internet</em>, is investigating pupils’ use of source criticism. The main research question was: how much knowledge pupils from an upper secondary class have about the use of source criticism, regarding examining data from the Internet intended for assignments. Furthermore, developing a suitable method to investigate this was included. The main research question led to further sub questions that aimed to answer to what extent pupils consider source critique criteria as <em>sender, aim, up-to-dateness, credibility</em> and <em>dependence</em>.</p><p>The study has been conducted by using mixed methods, both qualitative and quantitative methods. The qualitative research consisted of analysing the Internet sources pupils had stated they used in their assignments. The paper’s theoretic starting points, regarding source critique criteria, lay ground for the analysis model applied. The quantitative method was conducted through the help of questionnaires amongst pupils, which gave insight to how pupils think about the choice of Internet sources they intended to use in their assignments.</p><p>The conclusion is that pupils have knowledge about source criticism to a certain extent, as some source critique criteria get large attention and other important criteria is not enough considered. The method for investigating this has worked well, but since this is a first attempt there are room for some modifications.</p>

The purpose of this essay is to examine how high school students (age 13 to 19) search for information on the web and in databases. Furthermore, it aims to look into how critical of sources they are. The questions asked was: how the students search for information in digital media? Which kind of sources do the students use? How they evaluate the information they find? Do they get any education in information retrieval and source evaluation? To answer these questions students were interviewed in groups about their information retrieval behavior. Furthermore two school librarians were interviewed about their experience of the students’ information retrieval.During the interviews it was clear that the students had received quite sparse instructions on the subjects of information retrieval and criticism of the sources. Some students did not even know what the latter was. Their methods for information retrieval were quite simple and, especially in the case of the younger students, without much thought behind. Their main strategy seemed to be Google and Wikipedia.From the interviews with the school librarian I learned that one of the reasons the students do not receive instructions in the above mentioned subjects is the lack of interest from the teachers. The librarians thought that the solution was to build up a stronger relationship with the teachers.

This paper, called Pupils' practice of source criticism on the Internet, is investigating pupils’ use of source criticism. The main research question was: how much knowledge pupils from an upper secondary class have about the use of source criticism, regarding examining data from the Internet intended for assignments. Furthermore, developing a suitable method to investigate this was included. The main research question led to further sub questions that aimed to answer to what extent pupils consider source critique criteria as sender, aim, up-to-dateness, credibility and dependence. The study has been conducted by using mixed methods, both qualitative and quantitative methods. The qualitative research consisted of analysing the Internet sources pupils had stated they used in their assignments. The paper’s theoretic starting points, regarding source critique criteria, lay ground for the analysis model applied. The quantitative method was conducted through the help of questionnaires amongst pupils, which gave insight to how pupils think about the choice of Internet sources they intended to use in their assignments. The conclusion is that pupils have knowledge about source criticism to a certain extent, as some source critique criteria get large attention and other important criteria is not enough considered. The method for investigating this has worked well, but since this is a first attempt there are room for some modifications.

Piracy has a big mysterious stamp. In the west, we have a clear picture of the 17th and 18th century pirates through stories about prostheses, planks, parrots and eyepatches. These stories come from one source, Captain Charles Johnson's legendary work that addresses a large number of pirates and their lives on the seven seas. This study investigates how modern historians relate critically to Captain Charles Johnson's work and how they interpret his stories about the fictional pirate utopia, Libertalia. What are their purposes and what have they been affected by? By applying a social-constructive theory, the purpose of course becomes evident by seeing what truths these historians created and carried on and how Charles Johnson's work was used in history. Through a social constructive study influenced by source criticism of the works of Marcus Rediker, David Cordingly and Philip Gosse, their interpretations have been perceived as very different. The different historians seem to have their own personal agendas and perceptions and have through their expertise created perceptions and stories that may characterize future generations' perception of the golden age of the piracy and, in particular, their image of Libertalia as a fair society without rulers.   The researchers' source-critical approach varies from seeing Johnson's work as narrative stories for future generations to the fact that Johnson primarily had a profit interest in the authorship. These ideas, however, are something that the historians themselves have concluded and thus become part of the social construction we call reality, in which we exist.

Source criticism is an important part of the national curriculum in the history subject in middle grade schools. This master thesis presents the development of a digital learning activity for teaching students about source criticism concepts. The learning activity was developed by first researching the history curriculum and how source criticism is taught within the subject. A conceptual design was drafted based on these findings and the design of an existing framework for teaching students within the history subject. The existing framework, and the developed learning activity, is based on learning-by-teaching implemented in the form of a teachable agent. The teachable agent act as a tutee that students have to teach themselves, increasing students' motivation and learning. By teaching the agent, students improve their own learning. The final implementation of the activity is integrated into both the technical framework and the narrative of the existing environment.

Julius Wellhausen is known as the father of the Classical form of the source hypothesis. The purpose of this thesis is to examine Wellhausen‘s life, his greatest works and his influences on the study of the Pentateuch, including observing the process that paved the way for him to become the bearer of this title. Lastly, whether his source hypothesis has any relevance with the study of the Pentateuch in this day and age will also be answered. In the first chapter the role of Old Testament, critics like Spinoza, Simon, Astruc, De Wette, Hupfeld, Reuss, Kuenen and Graf will be examined. They all played a part in establishing the source hypothesis to which Wellhausen gave its final form. The era of the Enlightenment got momentum in the beginning of the nineteenth century. This movement also played a major role in creating the environment in which a critical examination of the Bible and its sources could be done. Wellhausen was influenced by this new way of thinking and was helped by the findings of other Old Testament critics that preceded him. In chapter two, his student life and the role of his teacher Heinrich Ewald will be examined. One of Wellhausen‘s aims was to write a history of Israel. To execute this he required sources. In chapter three, the first chapter (Genesis) of his book, Die Composition des Hexateuchs will be examined to get an idea of the method he used in the recognition, grouping and dating of the sources. The sources he identified in Genesis were the Yahwist, Elohist, Jehovist and Q (book of the four covenants and later called the Priestly source). Wellhausen used these sources to construct a history of Israel. In Chapter four an examination of his Geschichte Israels up to the beginning of the Christian era will be done. His greatest work was most certainly, his Prolegomena zur Geschichte Israels and in chapter five this masterpiece will be examined with special emphasis on the first part, namely Geschichte des Kultus. After Wellhausen has compared the different sources with each other, he came to certain conclusions. During the religion of Israel there was a development that can be traced from the earlier sources of the Yahwist(J), Elohist(E) to Deuteronomy(D) and finally to the Priestly Source(P). Early sources indicate that the worship of Israel was a spontaneous and free willing act. There were no rules regarding the place of worship, sacrifice, the sacred feasts and the clergy. In Deuteronomy this have now changed and laws were introduced regarding these aspects which the Israelites should adhere to. In the Priestly Source these laws are now assumed. From the outcome of these findings, it was clear for Wellhausen that the Priestly Source is the youngest of the sources. Therefore P should be dated in the exile or post-exilic period. Chapter six is a summary of Wellhausen‘s source hypothesis and how his source hypothesis assisted other scholars during their own research and findings. This study will close with a modern view on his source hypothesis and its relevance for today. / Thesis (PhD)--University of Pretoria, 2012. / Old Testament Studies / unrestricted

Källkritiken tycks vara ett svårorienterat undervisningsinnehåll för historielärare på gymnasiet enligt resultatet av denna uppsats. Syftet var att ta reda på hur lärare reflekterar kring källkritik som undervisningsinnehåll och genom intervjuer med sju lärare har många insikter kommit till ytan. Intervjuerna visar bland annat att lärarna tycker att det är svårt att rymma källkritiken i ett pressat tidsschema och att läroplanens mål är svåra att uppnå. En prioriteringsordning där historiskt stoff ställs före källkritiken syns i många av lärarnas redogörelser och eleverna har enligt flertalet lärare svårt att applicera källkritik och uppnå höga betyg i kunskapskravet. En anledning till deras svårigheter tycks enligt vissa lärare vara deras bristande historiska förkunskaper, och intresset verkar också vara av betydelse. Många lärare efterfrågar tips på bättre uppgifter för att komma åt dessa problem och tycker att det är svårt att formulera givande uppgifter på egen hand.