Correction to : learning by storytelling and critiquing : a peer assessment-enhanced digital storytelling approach to promoting young students’ information literacy, self-efficacy, and critical thinking awareness

Gwo Jen HWANG; Di ZOU; Ying-Xuan WU

doi:10.1007/s11423-023-10204-5

Correction to : learning by storytelling and critiquing : a peer assessment-enhanced digital storytelling approach to promoting young students’ information literacy, self-efficacy, and critical thinking awareness

Gwo Jen HWANG, Di ZOU^*, Ying-Xuan WU

^*Corresponding author for this work

Research output: Other Publications › Erratum

1 Citation (Scopus)

Abstract

Affiliation 1 in this article as originally published was incorrect. The correct affiliation is: Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan. The original article has been corrected.

Original language	English
Pages	1391
Number of pages	1
Volume	71
Specialist publication	Educational Technology Research and Development
DOIs	https://doi.org/10.1007/s11423-023-10204-5
Publication status	Published - Jun 2023
Externally published	Yes

Bibliographical note

Publisher Copyright:
© 2023 Association for Educational Communications and Technology.

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10.1007/s11423-023-10204-5

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1 Scopus Citations
1 Journal Article (refereed)

Learning by storytelling and critiquing : a peer assessment-enhanced digital storytelling approach to promoting young students’ information literacy, self-efficacy, and critical thinking awareness
HWANG, G.-J., ZOU, D. & WU, Y.-X., Jun 2023, In: Educational Technology Research and Development. 71, 3, p. 1079-1103 25 p.
Research output: Journal Publications › Journal Article (refereed) › peer-review
38 Citations (Scopus)

Cite this

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title = "Correction to : learning by storytelling and critiquing : a peer assessment-enhanced digital storytelling approach to promoting young students{\textquoteright} information literacy, self-efficacy, and critical thinking awareness",

abstract = "Affiliation 1 in this article as originally published was incorrect. The correct affiliation is: Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan. The original article has been corrected.",

author = "HWANG, \{Gwo Jen\} and Di ZOU and Ying-Xuan WU",

note = "Publisher Copyright: {\textcopyright} 2023 Association for Educational Communications and Technology.",

year = "2023",

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doi = "10.1007/s11423-023-10204-5",

language = "English",

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Correction to : learning by storytelling and critiquing : a peer assessment-enhanced digital storytelling approach to promoting young students’ information literacy, self-efficacy, and critical thinking awareness. / HWANG, Gwo Jen; ZOU, Di; WU, Ying-Xuan.
In: Educational Technology Research and Development, Vol. 71, 06.2023, p. 1391.

Research output: Other Publications › Erratum

TY - GEN

T1 - Correction to : learning by storytelling and critiquing : a peer assessment-enhanced digital storytelling approach to promoting young students’ information literacy, self-efficacy, and critical thinking awareness

AU - HWANG, Gwo Jen

AU - ZOU, Di

AU - WU, Ying-Xuan

PY - 2023/6

Y1 - 2023/6

N2 - Affiliation 1 in this article as originally published was incorrect. The correct affiliation is: Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan. The original article has been corrected.

AB - Affiliation 1 in this article as originally published was incorrect. The correct affiliation is: Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan. The original article has been corrected.

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DO - 10.1007/s11423-023-10204-5

M3 - Erratum

AN - SCOPUS:85147111455

SN - 1042-1629

VL - 71

SP - 1391

JO - Educational Technology Research and Development

JF - Educational Technology Research and Development

ER -

Correction to : learning by storytelling and critiquing : a peer assessment-enhanced digital storytelling approach to promoting young students’ information literacy, self-efficacy, and critical thinking awareness

Abstract

Bibliographical note

Access to Document

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Research output

Learning by storytelling and critiquing : a peer assessment-enhanced digital storytelling approach to promoting young students’ information literacy, self-efficacy, and critical thinking awareness

Cite this