The European Educational Researcher

Read less, learn more. Teach epistemic humility.

The European Educational Researcher, Volume 7, Issue 3, October 2024, pp. 1-5
OPEN ACCESS VIEWS: 264 DOWNLOADS: 184 Publication date: 15 Oct 2024
ABSTRACT
Read less, learn more, sounds contradictory. I do not mean students should read less in general. PISA research (OECD, 2023) shows decreasing reading scores in many European countries, and reading literature is not only important for one’s reading competence, it also is fun. What I mean is what psychologist and philosopher William James already wrote in 1890: ¨The art of being wise is the art of knowing what to overlook¨ (James, 1890).
KEYWORDS
---
CITATION (APA)
Admiraal, W. (2024). Read less, learn more. Teach epistemic humility.. The European Educational Researcher, 7(3), 1-5. https://doi.org/10.31757/euer.731
REFERENCES
  1. Bakke, A. (2020). Everyday Googling: Results of an observational study and applications for teaching algorithmic literacy. Computers and Composition, 57, 102577–102516. DOI: https://doi.org/10.1016/j.compcom.2020.102577.
  2. Breakstone, J., Smith, M., Wineburg, S., Rapaport, A., Carle, J., Garland, M., & Saavedra, A. (2021). Students’ civic online reasoning: A national portrait. Educational Researcher, 50(8), 505–515. DOI: https://doi.org/10.3102/0013189X211017495.
  3. Craker, N., & March, E. (2016). The dark side of Facebook®: The Dark Tetrad, negative social potency, and trolling behaviours. Personality and Individual Differences, 102, 79–84. DOI: https://doi.org/10.1016/j.paid.2016.06.043.
  4. James, W. (1890). The principles of psychology (Vol 2). Holt.
  5. Kozyreva, A., Wineburg, S., Lewandowsky, S., & Hertwig, R. (2022). Critical ignoring as a core competence for digital citizens. Current Directions in Psychological Science, 32(1) 81– 88. DOI: https://doi.org/10.1177/09637214221121570.
  6. Lurie, E., & Mustafaraj, E. (2018). Investigating the effects of Google’s search engine result page in evaluating the credibility of online news sources. WebSci18: Proceedings of the 10th ACM Conference on Web Science. ACM Digital Library. DOI: https://doi.org/10.1145/3201064.3201095.
  7. McGrew, S., Breakstone, J., Ortega, T., Smith, M., & Wineburg, S. (2018). Can students evaluate online sources? Learning from assessments of civic online reasoning. Theory & Research in Social Education, 46(2), 165–193. DOI: https://doi.org/10.1080/00933104.2017.1416320.
  8. McGrew, S., Smith, M., Breakstone, J., Ortega, T., & Wineburg, S. (2019). Improving university students’ web savvy: An intervention study. British Journal of Educational Psychology, 89(3), 485–500. DOI: https://doi.org/10.1111/bjep.12279.
  9. OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. DOI: https://doi.org/10.1787/53f23881-en.
  10. Wineburg, S. (2021, June 15). To navigate the dangers of the web, you need critical thinking – but also critical ignoring. The Conversation. Accessed from: https://theconversation.com/to-navigate-the-dangers-of-the-web-you-need-critical-thinking-but-also-critical-ignoring-158617.
  11. Wineburg, S., Breakstone, J., McGrew, S., Smith, M. D., & Ortega, T. (2022). Lateral reading on the open Internet: A district-wide field study in high school government classes. Journal of Educational Psychology, 114(5), 893–909. DOI: https://doi.org/10.1037/edu0000740.
  12. Wineburg, S., & McGrew, S. (2016, November 1). Why students can’t Google their way to truth. Education Week. Accessed from: https://www.edweek.org/teaching-learning/opinion-why-students-cant-google-their-way-to-the-truth/2016/11.
  13. Wineburg, S., & McGrew, S. (2019). Lateral reading and the nature of expertise: Reading less and learning more when evaluating digital information. Teachers College Record, 121(11), 1–40. DOI: https://doi.org/10.1177/016146811912101102.
LICENSE
Creative Commons License