I am a Senior Lecturer in the Department of Learning, Instruction and Teacher Education in the Faculty of Education of the University of Haifa.
My primary research interests focus on learners' epistemic thinking (i.e. thinking about knowledge and knowing) and digital literacy. I study how learners make sense of online information sources, focusing on how they evaluate, corroborate, and integrate diverse information sources. I also study how learners’ understandings of the nature of knowledge and knowing come into play when they reason about multiple information sources and deal with epistemic disagreements.
My current research addresses three broad goals:
Developing an account of epistemic growth that can practically inform educational efforts to promote learners' ways of knowing in a digital world.
Designing and investigating learning environments and scaffolds that support reasoning with and about diverse information sources.
Developing ways to educationally to address the current "post-truth" climate.
Barzilai, S., Mor-Hagani, S., Zohar, A. R., Shlomi-Elooz, T., & Ben-Yishai, R. (2020). Making sources visible: Promoting multiple document literacy with digital epistemic scaffolds. Computers & Education, 157, 103980.
Barzilai, S., & Chinn, C. A. (2020). Educational Responses to a “Post-Truth” World: Diverse Approaches to Improving Thinking About Scientific Issues [special Issue]. Educational Psychologist, 55(3).
Barzilai, S., & Chinn, C. A. (2020). A review of educational responses to the "post-truth" condition: Four lenses on addressing "post-truth" problems. Educational Psychologist, 55(3).
Chinn, C. A., Barzilai, S., & Duncan, R. G. (2020). Disagreeing about how to know: The instructional value of explorations into knowing. Educational Psychologist, 55(3).
Chinn, C. A., Barzilai, S., & Duncan, R. G. (2020). Education for a “post-truth” world: New directions for research and practice. Educational Researcher.
Barzilai, S., Thomm, E., & Shlomi-Elooz, T. (2020). Dealing with disagreement: The roles of topic familiarity and disagreement explanation in reasoning about conflicting expert claims and sources. Learning and Instruction, 69, 101367.
Barzilai, S., & Weinstock, M. (2020). Beyond trustworthiness: Comprehending multiple source perspectives. In A. List, P. Van Meter, D. Lombardi & P. Kendeou (Eds.), Handbook of learning from multiple representations and perspectives (pp.123-140). New York, NY: Routledge.
Department of Learning, Instruction and Teacher Education
Faculty of Education
University of Haifa