Year: 2026
Type: article
Abstract: What kind of sources do students in the second year of upper secondary school (vg2) use when writing academic articles, and to what extent do they evaluate the sources they use in the final versions of their texts? In the Norwegian language arts subject, academic articles have become an important genre at all levels in the college preparatory programs in upper secondary school. This article presents a study of the first drafts and the final texts in the writing of academic articles in two second-year, upper secondary school classes. The two classes are from different parts of the country, and the texts are part of a text exchange project where the students are to provide anonymous peer feedback to the students at the other school. While 82 per cent of the texts have at least one citation in the running text, 58 per cent of the texts lack explicit evaluations of the sources. Only about a quarter of the texts have more advanced source evaluations where different sources are compared with each other, which indicates that this is a challenging area for students. The students for the most part use digital sources, with articles from the online version of the Great Norwegian Encyclopedia dominating. The analysis shows that in their feedback, the students focus primarily on the technical aspects of source use, such as the formatting of citations and reference lists, while other source-critical aspects are less frequently commented upon.
Source: Acta Didactica Norden
DOI: 10.5617/adno.13238
Institution: Volda University College
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7223186727