My primary research interests are understanding and fostering learners' digital literacy and epistemic thinking (i.e., thinking about knowledge and knowing) so that they can cope with the complexities of twenty-first century knowledge societies. I study how learners evaluate and integrate online information sources that have diverse trustworthiness and that present conflicting claims and perspectives.
I also study how learners’ epistemic understandings of knowledge and knowing come into play and develop as they engage with multiple information sources and deal with epistemic disagreements.
Photo by Avigail Piperno-Beer
Osborne, J., Pimentel, D., Alberts, B., Allchin, D., Barzilai, S., Bergstrom, C., Coffey, J., Donovan, B., Kivinen, K., Kozyreva. A., & Wineburg, S. (2022). Science Education in an Age of Misinformation. Stanford University, Stanford, CA.
Mor-Hagani, S., & Barzilai, S. (2022). The multifaceted nature of teachers' epistemic growth: Exploring teachers' perspectives on growth in epistemic performance. Teaching and Teacher Education, 115, 103714.
Barzilai, S., Tal-Savir, D., Abed, F., Mor-Hagani, S., & Zohar, A. R. (2021). Mapping multiple documents: From constructing multiple document models to argumentative writing. Reading and Writing.
Chinn, C. A., Barzilai, S., & Duncan, R. G. (2021). Education for a “post-truth” world: New directions for research and practice. Educational Researcher, 50(1).
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).
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 and Instructional Sciences
Faculty of Education
University of Haifa