Toward the development of a digital ethos and reflections on its critical use in theconstruction of academic arguments

Abstract

This article introduces the concept of a digital ethos in examining how university students select, assess, and use information when writing argumentative texts. Drawing on rhetoric and argumentation theory, it considers the reliability of academic sources, the limitations of citation practices, and the methodological weaknesses that may affect formally accredited publications. It also explores the role of cognitive biases and the different rationalities through which students interpret information. In response, the article proposes a pedagogical approach combining epistemic mapping with an adaptation of Plantin’s dialogical model, designed to bring competing perspectives into conversation and support the reformulation of initial claims. It concludes that developing a digital ethos requires students to question their sources, recognize their own biases, and engage with knowledge critically, independently, and reflectively.