Flash 04 2023
20 June 2023 | 15:00 - 15:45 EEST (tbc) | WS room 2
Consolidated programme 2023 overview / Flash 4
Flash sessions focus on a stand-alone topic. They are self-organised by an individual or an oganisation. The EuroDIG session principles do not apply.
Title and all sections of this page should be final until 21 May 2023.
DO NOT edit the title yourself, the link to your session may otherwise disappear. Please send the final title as early as possible to firstname.lastname@example.org.
Working title: CRITICAL project
Our research and interaction activities aim at supporting children’s and adolescents’ (aged 10–17) critical reading skills. We aim at support the important work of families, teachers, teacher educators, and librarians in supporting the critical reading skills of the younger generation. We will develop innovative learning solutions to enhance critical reading skills of children and adolescents. Our research supports curriculum developers, educators, and policy makers to make decisions that provide equal opportunities to all adolescents to reach adequate critical reading skills for their future.
In the session, we will introduce the findings of our research, where we study children's and adolescents' (aged 10–17) critical online reading and develop learning solutions to enhance critical reading skills.
About the CRITICAL project, see our web page 
Critical web page 
Some articles published in the project:
Koskinen, A., McMullen, J., Ninaus, M., & Kiili, K. (2022). Does the emotional design of scaffolds enhance learning and motivational outcomes in game‐based learning?. Journal of Computer Assisted Learning, 39(1), 77-93. 
Forzani, E., Corrigan, J., & Kiili, C. (2022). What does more and less effective internet evaluation entail?: Investigating readers’ credibility judgments across content, source, and context. Computers in Human Behavior 135, Article 107359.
Kupiainen, R. (2022). Young Children and the Need for Critical Literacy and Epistemic Cognition Skills in the Post-Truth Era. Media Education Research Journal 11(1). 
More articles you can find here 
Reijo Kupiainen, Tampere University, Faculty of Education and Culture Laura Kanniainen, Tampere University, Faculty of Education and Culture