Julie Coiro, profile picture
Uploaded byJulie Coiro
PPT, PDF2,878 views

Online Reading Comprehension: Opportunities, Challenges, and Next Steps

The document discusses online reading comprehension from a new literacies perspective, highlighting the need for students to develop specific skills for effectively understanding and navigating information on the internet. It identifies challenges learners face, such as evaluating the reliability of online sources and synthesizing diverse information, while also recognizing the importance of digital literacy for academic success. Ultimately, the document emphasizes the evolving nature of reading practices in digital environments and proposes directions for future research and educational strategies.

Embed presentation

Downloaded 83 times
Online Reading Comprehension: Opportunities, Challenges, and Next Steps Julie Coiro, Associate Professor, School of Education University of Rhode Island jcoiro@mail.uri.edu Academic Papers: http://uri.academia.edu/JulieCoiro/Papers
Where are we headed? What is online reading comprehension (from a new literacies perspective)? What questions are worth exploring next?
A New Literacies Perspective of Online Reading Comprehension 1. Students require additional, new skills to read and effectively comprehend information online. 2. Students are sometimes more literate than their teachers with certain aspects of using the Internet. 3. The Internet is a READING and WRITING issue (not a technology issue) for every content-area classroom teacher, reading educator, and library media specialist.
How does reading and learning on the Internet change? You begin by identifying an important question New ways of locating information New reasons for critically evaluating the information New contexts for synthesizing information to answer your questions New ways of communicating the answers to others Leu, Kinzer, Coiro, and Cammack (2004) Leu, Kinzer, Coiro, Castek, & Henry (2013)
Initial Evidence of something “new” (r=0.19, n = 89, N.S.) Offline Reading = CT State Reading Test Online Reading Comprehension= ORCA Blog Leu, D. Castek, J., Hartman, D., Coiro, J., Henry, L., Kulikowich, J., Lyver, S. (2005).
Additional Evidence: Predicting Online Reading Comprehension R2 Offline Reading Comprehension Additional R2 Prior Knowledge Additional R2 Online Reading Comprehension Total R2 .351* .074 .154* .579* 35% 7.4% 15.4% 57.9% Offline Reading Comp.= CT State Reading Test Online Reading Comprehension = ORCA Quia Coiro, 2011 n=120 Qualitative evidence: (Coiro & Dobler, 2007; Afflerbach & Cho, 2009) Quantitative evidence: (Kingsley, 2010; Coiro, 2011) Theoretical examples: (Hartman, Morsink, & Zheng, 2009)
Turn and Talk: Think about your own experiences reading on the Internet…how do they compare to reading printed materials? Share with a partner… What is one thing that appears to be different? What do you notice you (or your students) struggle with?
Other studies of online reading (Afflerbach & Cho, 2009) Nature of unique reading strategies reported by accomplished online readers Overviewing before reading Evaluating qualities of multiple & diverse texts/snippets Strategies for realizing and constructing potential texts to read (scrutinizing hyperlinks, generating inferences, sequencing texts, conducting complementary searches) points to the centrality of monitoring Implications for developing readers? Many areas of potential challenge Afflerbach, P. & Cho, B. (2009). Determining and describing reading strategies: Internet and traditional forms of reading. In H. S. Waters & W. Schneider (Eds.). Metacognition, strategy use, and instruction (pp. 201-225). New York: Guilford Press.
Other studies of online reading Major shift in our conception of reading comprehension in terms of complexity and multiplicity RAND Model (2002): Tetradic conception of four interacting elements Hartman, Morsink, & Zheng (2010): Hexadic conception of six interacting elements (each is multiple as well) Texts Texts Texts Texts Texts Authors Texts Authors Contexts Contexts Authors Contexts Authors Contexts Authors Contexts Authors Contexts Readers Readers Tasks Tasks Readers Readers Tasks Tasks Readers Readers Tasks Tasks Technologie Technologie Technologie Technologie Technologie s Technologie s s s s s
So what skills are important to have for reading on the Internet? (Coiro, 2007) Speed matters! A new kind of fluency! Well, I’d say - concentration…immunity to the rest of the sites once you click on one. And being a good internet searcher - meaning when you know exactly what to click on without having to think twice about it, and when you click on it, it’s reliable….I’d say it’s about 25% luck, 74% skill, and 1% wit - I really can’t understand it all myself but …they mold right into a perfect circle and it works correctly! Evaluate relevancy Locating & Evaluating Evaluate reliability
What opportunities do “digitally literate” learners encounter when they interact with people and information online?
Authentic Inquiry & Deeper Thinking
Authentic Inquiry & Deeper Thinking
Collaboratively Co-Construct Knowledge Social Practices: Request & give information; jointly acknowledge, evaluate, & build on partner’s contributions Cognitive Strategies: Read, question, monitor, repair, infer, connect, clarify, and interpret
Opportunities for Extended Online Collaboration and Communication Grade 4: Cross-Country Collaboration with Animal Specialists Three stages 1. Local Expert Inspires Inquiry Circles 2. Students identify specific animals to study 3. Animal specialists support student discovery using Voicethread
Building Productive Skills in Collaboration and Communication Grade 4: Ask-An-Expert with VoiceThread
Developing/Sharing Your Personal Voice Generating Online Texts Over 460 entries by Grade 3 & 4 students!
Developing/Sharing Your Personal Voice Taking Action with Public Service Announcements
What challenges do learners encounter when they interact with people and information online?
Challenges: Balance, Prudence, and Digital Wisdom Digital Natives (Prensky, 2005) – Are they really?? The Digital Natives Debate (e.g., Bennett, Maton, & Kervin, 2008) From Digital Natives to Digital Wisdom (Prensky, 2010; 2012) “The human mind is extended, enhanced, amplified and liberated by technology” Find the best combination of mind and technology Brain Gain: Technology and the Quest for Digital Wisdom (Prensky, 2012)
Challenges: Balance, Prudence, and Digital Wisdom Critical skills include: How to acquire new information; Learning how to learn; A positive attitude; and A quest for digital wisdom: • “Figure out where and when the ‘old’ wisdom still works, and where and when it doesn’t. And, in the latter case, we need to put something new its place (p. 7)” Brain Gain: Technology and the Quest for Digital Wisdom (Prensky, 2012)
Generally, students struggle with inquiry and online research… Generating important questions to solve a problem (McKenzie, 2005; Rothstein & Santana, 2011) Locating relevant information (Henry, 2006; Leu et al, 2005; Miller & Bartlett, 2012) Critically evaluating information (especially conflicting claims) (Metzger & Flanigan, 2008; Miller & Bartlett, 2012; Pew Internet Study, 2012) Synthesizing information from multiple sources and modes/formats (Killi, 2012; Rouet, 2006) Communicating their findings/solutions clearly in writing (e.g., argumentation) and with new technologies (e.g., email, blogs, wikis) (Sevensma, 2013)
Findings from less skilled readers Elementary, middle, and high school students have few strategies for systematically locating information on the Internet – They struggle with… Generating and refining precise keyword searches Inferring which link might be most useful in a set of search results Efficiently scanning and navigating within websites Efficiently locating information that best suits their needs (e.g., Bilal, 2000, 2001; Eagleton & Guinee, 2002; Henry, 2006; Kuiper & Volman, 2008; Rouet, 2006, Sutherland-Smith, 2002)
Conducting Google Searches Images of American History? Images American History Images American History: edu
Reading within search results Which site features information about hieroglyphics? Who sponsors Site 4? What’s missing?
Reading within complex websites
Findings from less skilled readers Elementary and middle students have few strategies for critically judging the quality of information on the Internet – They struggle with… Determining the author and/or sponsor of a website Evaluating an author’s level of expertise Identifying the author’s point of view and one piece of evidence that illustrates that point of view Determining the overall reliability of a website with reasoned evidence to support their decision (e.g., Barzalai & Zohar, 2012; Coiro, 2013; Fabos, 2008; Forzani & Burlingame, 2012; Metzger & Flanigan, 2008; Miller & Bartlett, 2012; Walraven et al, 2009)
The TICA Project: Leu, Reinking, et al. (2005-2008)
Findings from less skilled readers Almost 20%! 80-88% of our large Grade 7 sample struggled with all three of these evaluation skills! Coiro (2013); Leu, Kulikowich, Sedransk, & Coiro (2009-2014)
Sample student responses: Online Reading Comprehension Assessment (ORCA, 2012) Is the author an expert? Yes, because he talks a lot about the topic in this article Yes, I think he is because he made a chart. Yes, it has his job title at the bottom of the article. What is the author’s point of view and how does it affect the words and images used on the website? The point of view in the article is from Tim's point. It affects the words because it's like he's telling you himself. By the author’s craft – by the way he writes I guess. I think it’s 3rd person point of view.
Sample student responses: Online Reading Comprehension Assessment (ORCA, 2012) Do you think the information at this site is reliable? No, because I have never heard of this site before. Yes because it says that many people use and it helps them. At the top it says official affiliate/unofficial opinions so I think it is reliable even though it’s a blog. In the third paragraph, he did a comparison with two companies, which shows it has to be pretty accurate. Yeah because it was posted on June 2, 2009. It could be. I’m not sure.
Findings from less skilled readers Less skilled adolescent synthesizers… Know less about a topic at the outset which leads to more “ineffective traversals” (Sevensma, 2013) Seem less aware of task purpose as way to organize reading/synthesizing activities (Goldman et al., 2012) Prioritize content-relevance over other critical factors when choosing a text (Braasch et al., 2009) Are less likely to discriminate between more and less reliable online texts (Wiley et al., 2009; Goldman, et al., 2012)
Findings from less skilled readers Less skilled adolescent synthesizers… Struggle to identify discontinuities or controversies presented across texts (Britt & Aglinksas, 2002; TICA Project)
Humane Society Dog Musher
Findings from less skilled readers As less skilled readers communicate a representation of their ideas they… Are less likely to have a “cohesive plan” or to carry out a plan that would lead to effective representation and communication of their message Generate less content in the same amount of time as their peers (Sevensma, 2013)
What about attitudes and beliefs? Survey of Online Reading Dispositions (SORD) 20-item questionnaire (10 Likert-scale items and 8 open-ended interview questions) Likert-item subscales: useful, engaging, valuable, easy to use (r =.705) Open-ended items: scored 0 or 1 for total of 8 points Open-ended questions: (a) How approach; (b) How respond; (c): Self-efficacy • What is easiest for you about using the Internet for research? • What is hardest for you about using the Internet for research? • Can you think of a time when you had trouble finding something using the Internet? How do you feel when this happens? How long do you keep trying before you give up? • What do you know about using the Internet effectively that some kids your age might not know?
What about attitudes and beliefs? Survey of Frequency of Internet Use 12 items (Entertainment, Communication, Information, Location) r = .636
Role of Dispositions (mindsets, attitudes, and beliefs) Online Reading Dispositions (12 Likert items) (no additional variance explained) correlation r = .210, p <.05 R2 Offline Reading Comprehension Additional R2 Prior Knowledge Additional R2 Online Reading Comprehension Additional R2 Online Reading Dispositions Total R2 .351* .074 .154* .003NS .582*  Online Reading Dispositions (open ended items) (significant amount of additional variance explained) correlation r =.369, p<.001 R2 Offline Reading Comprehension Additional R2 Prior Knowledge Additional R2 Online Reading Comprehension Additional R2 Online Reading Dispositions Total R2 .355* .076 .142* .027* .600*
Dispositions vs. Frequency of Internet Use  Frequency of Internet Use (no additional variance explained) R2 Offline Reading Comprehension Additional R2 Prior Knowledge Additional R2 Online Reading Comprehension Additional R2 Frequency of Internet Use Total R2 .351* .074 .154* .009NS .587*
Online Reading Dispositions Coiro, J. (2012, April). Digital Literacies: Understanding dispositions toward reading on the Internet. Journal of Adolescent and Adult Literacy, 55(7), 645-648.
Opportunities… Challenges... Next Steps for Understanding Online Research and Comprehension
Next steps… Reading online to locate information Continually re-examine our thinking about which locating skills are most important (rapidly emerging new tools, features, and affordances/constraints) Reading online to critically evaluate information: Deepen our understanding of cognitive abilities and limitations (Eastin, 2008): At what age can we expect learners to be able to make credibility judgments (e.g., identify author motives and perspectives; counterbalance information with multiple and conflicting sources)? Role of students’ personal epistemologies (ways of thinking about the nature of knowledge and knowing) and its impact on student competence in website evaluation (Barzalai & Zohar, 2012)
Next steps… Reading online to synthesize information What are the underlying processes involved in how learners deconstruct, analyze, consolidate, organize, and integrate information from disparate sources (Schira-Hagerman, in process; DeSchryver, 2012)? How can collaborative partnerships and digital support tools (Coiro et al, 2012; 2013; Kiili et al. 2012, Kiili & Coiro, in process) scaffold complex online reading processes? Reading online to communicate information Turn attention toward readers and writers as media makers and socially active citizens (Hobbs, 2010; 2011; Hobbs & Moore, 2013) – How do we document students’ ability to collaboratively collect, share, generate, and creatively produce in ways that meet social demands of a participatory culture (e.g., Jenkins, 2006)?
In summary… New reading and composing/making skills, practices, and dispositions are required to comprehend online information…and more are on the horizon! Tomorrow: How can educators support online readers?
References Barzilai, S., & Zohar, A. (2012). Epistemic Thinking in Action: Evaluating and Integrating Online Sources. Cognition and Instruction, 30(1), 39–85. doi:10.1080/07370008.2011.636495 Bilal, D. (2000). Children’s use of the Yahooligans! Web search engine: I. Cognitive, physical, and affective behaviors on fact-based search tasks. Journal of the American Society for Information Science, 51(7), 646–665. doi:10.1002/(SICI)1097-4571(2000)51:7<646::AID-ASI7>3.0.CO;2-A Bilal, D. (2001). Children’s use of the Yahooligans! Web search engine: II. Cognitive and physical behaviors on research tasks. Journal of the American Society for Information Science and Technology, 52(2), 118–136. doi:10.1002/1097-4571(2000)9999:9999<::AID-ASI1038>3.3.CO;2-I Coiro, J. (2007). Exploring changes to reading comprehension on the Internet. Unpublished doctoral dissertation, University of Connecticut. Storrs, CT. Eagleton, M. B., & Guinee, K. (2002). Strategies for supporting student Internet inquiry. New England Reading Association Journal, 38, 39–47. Fabos, B. (2008). The price of information: Critical literacy education and today’s Internet. . In J.Coiro, M. Knobel, C. Lankshear, & D. Leu (Eds.), Handbook of research on new literacies (pp. 839-870). New York: Lawrence Erlbaum. Flanagin, A.J., and Metzger, M. (2008) Digital Media and Youth: Unparalleled Opportunity and Unprecedented Responsibility. In M.J. Metzger & A. J. Flanagin (Eds.) Digital Media, Youth, and Credibility: The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. (pp. 5–28). Cambridge, MA: The MIT Press. doi: 10.1162/dmal.9780262562324.005
References Forzani, E. & Burlingame, C. (2012). Evaluating seventh grade students’ ability to critically evaluate online information. Paper presented at the annual meeting of the Literacy Research Association, San Diego, CT. Hagerman, M.S. (in progress). The impact of Online Synthesis Instruction (OSI) on adolescents’ ability to construct an integrated understanding of science topics from multiple Internet texts. (Unpublished Doctoral Dissertation). Michigan State University: East Lansing, MI. Hartman, D. K., Morsink, P. M., & Zheng, J. (2010). From print to pixels: The evolution of cognitive conceptions of reading comprehension. In E. A. Baker (Ed.). The new literacies: Multiple perspectives on research and practice (pp. 131-164). New York, NY: Guilford Press. Henry, L. a. (2006). SEARCHing for an Answer: The Critical Role of New Literacies While Reading on the Internet. The Reading Teacher, 59(7), 614–627. doi:10.1598/RT.59.7.1 Hicks, T. (2013) Composing texts across media and genres. Portsmouth, NH: Heinemann Kuiper, E. & Volman, M. (2008). The web as a source of information for students in K-12 education. In J. Coiro, M. Knobel, C. Lankshear, & D. Leu (Eds.), Handbook of research on new literacies (pp. 241266) New York: Lawrence Erlbaum. Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Donald J. Leu, Jr., Charles K. Kinzer, Julie L. Coiro, and Dana W. Cammack. Theoretical models and processes of reading (pp. 1570– 1613).
References Leu, D. J., Coiro, J., Castek, J., Hartman, D., Henry, L.A., & Reinking, D. (2008). Research on instruction and assessment in the new literacies of online reading comprehension. In Cathy Collins Block, Sherri Parris, & Peter Afflerbach (Eds.). Comprehension instruction: Research-based best practices. New York: Guilford Press. Retrieved from http://www.newliteracies.uconn.edu/pub_files/instruction.pdf Miller, C. & Bartlett, J. (2012). ‘Digital fluency’: Toward young people’s critical use of the Internet. Journal of Information Literacy, 6(2), 35-55. Rouet, J.-F. (2006). The skills of document use: From text comprehension to web-based learning. Mahwah, NJ: Lawrence Erlbaum Associates. Sevensma, K. (2013). Negotiating new literacies in science: An examination of at-risk and averageachieving ninth-grade readers’ online reading comprehension strategies. (Unpublished Doctoral Dissertation). Michigan State University: East Lansing, MI. Sutherland-Smith, W. (2002). Weaving the literacy web: Changes in reading from page to screen. The Reading Teacher, 55, 662-669. Walraven, A., Brand-Gruwel, S., & Boshuizen, H. P. a. (2009). How students evaluate information and sources when searching the World Wide Web for information. Computers & Education, 52(1), 234– 246. doi:10.1016/j.compedu.2008.08.003 Zhang, S., & Duke, N. K. (2008). Strategies for Internet reading with different reading purposes: A descriptive study of twelve good Internet readers. Journal of Literacy Research, 40, 128–162.
Collaboratively Co-Construct Knowledge Social Practices: Request & give information; jointly acknowledge, evaluate, & build on partner’s contributions Cognitive Strategies: Read, question, monitor, repair, infer, connect, clarify, and interpret

More Related Content

PPT
Online Reading Comprehension: Challenges and Opportunities (Brazil 2014)
byJulie Coiro
 
PPT
How Does Reading & Learning Change on the Internet: Responding to New Literacies
byJulie Coiro
 
PPTX
Teaching At URI
byJulie Coiro
 
PPT
Crit Eval Part 3
byJulie Coiro
 
PPTX
Planning For And Supporting Productive Online Inquiry
byJulie Coiro
 
PPTX
Personal Inquiry & Online Research: Connecting Learners in Ways That Matter
byJulie Coiro
 
PPTX
Final Virginia State Reading Association Keynote
bydjleu
 
PPTX
Personal digital inquiry slides 2016 keynote final
byJulie Coiro
 
Online Reading Comprehension: Challenges and Opportunities (Brazil 2014)
byJulie Coiro
 
How Does Reading & Learning Change on the Internet: Responding to New Literacies
byJulie Coiro
 
Teaching At URI
byJulie Coiro
 
Crit Eval Part 3
byJulie Coiro
 
Planning For And Supporting Productive Online Inquiry
byJulie Coiro
 
Personal Inquiry & Online Research: Connecting Learners in Ways That Matter
byJulie Coiro
 
Final Virginia State Reading Association Keynote
bydjleu
 
Personal digital inquiry slides 2016 keynote final
byJulie Coiro
 

What's hot

KEY
Educ 526 presentation
bychervitz
 
PPT
Currents In Learning Resources Standards, Lessons, Learners, And Life
byWestern Illinois University
 
PPT
From Jill Hammond
byLynne Thomas
 
PPTX
Information Fluency Strategies and Practices to Help Enhance Critical Thinkin...
bySt. Petersburg College
 
PPTX
Norway talk #1 dual level theory ppt
bydjleu
 
PDF
Personas in Interaction Design
byHans Põldoja
 
PPTX
Lslogic
bySheryl Nussbaum-Beach
 
PPTX
Designing Digital Spaces That Support Online Inquiry & Learning in Grades 3-12
byJulie Coiro
 
PPT
Leu Iespp Final
bydjleu
 
PDF
Social Side of Research CARL 2014
byMichele Van Hoeck
 
PPT
Vikki Windsor Day 1 Partic Culture Iste
byvpriddle
 
PPTX
TRRC
byTerry Atkinson
 
PPTX
Leu Keynote at Mass Reading 2014
bydjleu
 
PDF
Learning Curve: How College Graduates Solve Information Problems in the Workp...
byMichele Van Hoeck
 
PPTX
Monroe Summer Learning Academy-PD-June 12, 2013
bymschirahagerman
 
PPTX
Bristol keynote 8/30/10
bydjleu
 
PDF
18th european conference on reading scira
bydjleu
 
PPT
Leu AASL 11-14-13
bydjleu
 
PPTX
Tcea13
bySheryl Nussbaum-Beach
 
KEY
1-22-11 Norwich Free Academy - Leu session1
bydjleu
 
Educ 526 presentation
bychervitz
 
Currents In Learning Resources Standards, Lessons, Learners, And Life
byWestern Illinois University
 
From Jill Hammond
byLynne Thomas
 
Information Fluency Strategies and Practices to Help Enhance Critical Thinkin...
bySt. Petersburg College
 
Norway talk #1 dual level theory ppt
bydjleu
 
Personas in Interaction Design
byHans Põldoja
 
Lslogic
bySheryl Nussbaum-Beach
 
Designing Digital Spaces That Support Online Inquiry & Learning in Grades 3-12
byJulie Coiro
 
Leu Iespp Final
bydjleu
 
Social Side of Research CARL 2014
byMichele Van Hoeck
 
Vikki Windsor Day 1 Partic Culture Iste
byvpriddle
 
TRRC
byTerry Atkinson
 
Leu Keynote at Mass Reading 2014
bydjleu
 
Learning Curve: How College Graduates Solve Information Problems in the Workp...
byMichele Van Hoeck
 
Monroe Summer Learning Academy-PD-June 12, 2013
bymschirahagerman
 
Bristol keynote 8/30/10
bydjleu
 
18th european conference on reading scira
bydjleu
 
Leu AASL 11-14-13
bydjleu
 
Tcea13
bySheryl Nussbaum-Beach
 
1-22-11 Norwich Free Academy - Leu session1
bydjleu
 

Similar to Online Reading Comprehension: Opportunities, Challenges, and Next Steps

PPTX
7 15-16 digging deeper-online-inquiry #digiuri
bymschirahagerman
 
PPTX
Understanding Online Reading Comprehension, Collaboration, and Digital Inquir...
byJulie Coiro
 
PPT
Leu keynotenli2010
byDerek Pizzuto
 
PPTX
Jill castek presentation
byMichelle Boquist
 
PPTX
MassCUE Keynote
bydjleu
 
PPT
Leu Finland Pp Final2
bydjleu
 
DOCX
Lra09critevalroughdraft
byGreg Mcverry
 
PPT
Katy ISD - Main Talk
bydjleu
 
PPT
Leader Keynote Pp Final
bydjleu
 
PDF
Teaching Online Research & Comprehension Skills
byTimothy Neville
 
PPTX
New Orleans Keynote
bydjleu
 
PPT
Rochester
bydjleu
 
PPT
Leu Keynote Peace Corps
bydjleu
 
PPTX
Keynote
bydjleu
 
PPTX
Luncheon keynote NASBE
bydjleu
 
PPT
Leu Keynote Pp Final Jordan, Utah
bydjleu
 
PPTX
NYC Talk
bydjleu
 
PPT
18th european conference on reading scira
bydjleu
 
PDF
Castek Leu Hartman 2005 Comprehension Online Learning
byDouglas K. Hartman
 
PPTX
5.2
byNorth Carolina State University
 
7 15-16 digging deeper-online-inquiry #digiuri
bymschirahagerman
 
Understanding Online Reading Comprehension, Collaboration, and Digital Inquir...
byJulie Coiro
 
Leu keynotenli2010
byDerek Pizzuto
 
Jill castek presentation
byMichelle Boquist
 
MassCUE Keynote
bydjleu
 
Leu Finland Pp Final2
bydjleu
 
Lra09critevalroughdraft
byGreg Mcverry
 
Katy ISD - Main Talk
bydjleu
 
Leader Keynote Pp Final
bydjleu
 
Teaching Online Research & Comprehension Skills
byTimothy Neville
 
New Orleans Keynote
bydjleu
 
Rochester
bydjleu
 
Leu Keynote Peace Corps
bydjleu
 
Keynote
bydjleu
 
Luncheon keynote NASBE
bydjleu
 
Leu Keynote Pp Final Jordan, Utah
bydjleu
 
NYC Talk
bydjleu
 
18th european conference on reading scira
bydjleu
 
Castek Leu Hartman 2005 Comprehension Online Learning
byDouglas K. Hartman
 
5.2
byNorth Carolina State University
 

More from Julie Coiro

PPTX
Introduction to Personal Digital Inquiry in Grades K-8
byJulie Coiro
 
PPTX
Personal Digital Inquiry Handouts
byJulie Coiro
 
PPTX
Personal Digital Inquiry: Connecting Learners in Ways That Matter
byJulie Coiro
 
PPTX
Personal Digital Inquiry Summer Institute in Digital Literacy 2019
byJulie Coiro
 
PPTX
Personal Digital Inquiry: Connecting Learning in Ways That Matter
byJulie Coiro
 
PPTX
Power of Collaboration: Digital Literacy and Personal Inquiry
byJulie Coiro
 
PPTX
Julie Coiro Reflecting On PDI Culture
byJulie Coiro
 
PPT
Crit Eval Part 2
byJulie Coiro
 
PPTX
Julie PDI Culture final keynote SIDL 2021
byJulie Coiro
 
PPT
A Beginning Understanding of the Interplay Between Offline and Online Reading...
byJulie Coiro
 
PPT
EDC565 Jeopardy Game
byJulie Coiro
 
PPTX
Coiro Online Inquiry Tool 2018
byJulie Coiro
 
PPTX
Using the Online Inquiry Tool to Scaffold Argumentation, Deliberation, and Cl...
byJulie Coiro
 
PPTX
Coiro Structured Online Inquiry Tasks
byJulie Coiro
 
PPTX
ILA Slides Personal Digital Inquiry Coiro Dobler Pelekis
byJulie Coiro
 
PPTX
Coiro PDI Keynote 2018 keynote
byJulie Coiro
 
PPT
Uconn Coiro Assessment 2008
byJulie Coiro
 
PPT
Edc565 Jeopardy Game
byJulie Coiro
 
Introduction to Personal Digital Inquiry in Grades K-8
byJulie Coiro
 
Personal Digital Inquiry Handouts
byJulie Coiro
 
Personal Digital Inquiry: Connecting Learners in Ways That Matter
byJulie Coiro
 
Personal Digital Inquiry Summer Institute in Digital Literacy 2019
byJulie Coiro
 
Personal Digital Inquiry: Connecting Learning in Ways That Matter
byJulie Coiro
 
Power of Collaboration: Digital Literacy and Personal Inquiry
byJulie Coiro
 
Julie Coiro Reflecting On PDI Culture
byJulie Coiro
 
Crit Eval Part 2
byJulie Coiro
 
Julie PDI Culture final keynote SIDL 2021
byJulie Coiro
 
A Beginning Understanding of the Interplay Between Offline and Online Reading...
byJulie Coiro
 
EDC565 Jeopardy Game
byJulie Coiro
 
Coiro Online Inquiry Tool 2018
byJulie Coiro
 
Using the Online Inquiry Tool to Scaffold Argumentation, Deliberation, and Cl...
byJulie Coiro
 
Coiro Structured Online Inquiry Tasks
byJulie Coiro
 
ILA Slides Personal Digital Inquiry Coiro Dobler Pelekis
byJulie Coiro
 
Coiro PDI Keynote 2018 keynote
byJulie Coiro
 
Uconn Coiro Assessment 2008
byJulie Coiro
 
Edc565 Jeopardy Game
byJulie Coiro
 

Recently uploaded

PPTX
An inclusive AI - Supporting students with special education needs by Andreas...
byEduSkills OECD
 
PPTX
Ikatlong Markahan – ESP 10 Modyul 1.pptx
byClaireAnna4
 
PPTX
PLAY-IMPORTANCE OF PLAY,FUNCTIONS OF PLAY AND TYPES
byBHUVANESHWARI BADIGER
 
PPTX
Tablets & Liquid orals Industrial pharmacy-I UNIT-2, B. Pharam V Semester PPT
byARUN KUMAR
 
PPTX
What is Scheduled Actions in Odoo 18
byCeline George
 
PPTX
Pharmaceutical Engineering (sem-3) unit 3-2
bypayalpilaji
 
PPTX
Correlation Analysis (Biostatistics)ppt.
byKajal Kashyap
 
PDF
Statement-by-UK-PhD-cohort-to-the-Ghana-High-Commission-and-the-media.docx1_.pdf
bynservice241
 
PPTX
major drivers of biodiversity change.pptx
byKajal Kashyap
 
PDF
Keratometer /ppt/pdf/notespdf/kerato.pdf
byAnmol Singh
 
PDF
Masking and Lithography Techniques in Microelectronics Fabrication
byGS Virdi
 
PDF
Masking and Lithography Techniques in Microelectronics
byGS Virdi
 
PDF
ENVIRONMENTAL SERVICES PROVIDERS ASSOCIATION.pdf
bynservice241
 
PPTX
NMR Spectroscopy M.Pharm 1st Semester, Pharmacy
bySaurabh Dubey
 
PPTX
Pharmaceutical Engineering (Sem-3) unit 2-1.pptx
bypayalpilaji
 
PDF
Achaemenian Invasions in India Cyrus II Darius I and Xeraxes
byPrachiSontakke5
 
PPTX
Unit 7- Organ Function Test(Biochemical parameters.
byAkanksha Kotangale
 
PPTX
Op-Amp Based Sine-Wave Oscillators: Theory, Design and Applications
byGS Virdi
 
PPTX
West Hatch Ski Trip - Wagrain 2026 - Induction Meeting 2
byWestHatch
 
PPTX
SEMESTER- 6 UNIT-3 Child guidance clinic.pptx
bysachin7989
 
An inclusive AI - Supporting students with special education needs by Andreas...
byEduSkills OECD
 
Ikatlong Markahan – ESP 10 Modyul 1.pptx
byClaireAnna4
 
PLAY-IMPORTANCE OF PLAY,FUNCTIONS OF PLAY AND TYPES
byBHUVANESHWARI BADIGER
 
Tablets & Liquid orals Industrial pharmacy-I UNIT-2, B. Pharam V Semester PPT
byARUN KUMAR
 
What is Scheduled Actions in Odoo 18
byCeline George
 
Pharmaceutical Engineering (sem-3) unit 3-2
bypayalpilaji
 
Correlation Analysis (Biostatistics)ppt.
byKajal Kashyap
 
Statement-by-UK-PhD-cohort-to-the-Ghana-High-Commission-and-the-media.docx1_.pdf
bynservice241
 
major drivers of biodiversity change.pptx
byKajal Kashyap
 
Keratometer /ppt/pdf/notespdf/kerato.pdf
byAnmol Singh
 
Masking and Lithography Techniques in Microelectronics Fabrication
byGS Virdi
 
Masking and Lithography Techniques in Microelectronics
byGS Virdi
 
ENVIRONMENTAL SERVICES PROVIDERS ASSOCIATION.pdf
bynservice241
 
NMR Spectroscopy M.Pharm 1st Semester, Pharmacy
bySaurabh Dubey
 
Pharmaceutical Engineering (Sem-3) unit 2-1.pptx
bypayalpilaji
 
Achaemenian Invasions in India Cyrus II Darius I and Xeraxes
byPrachiSontakke5
 
Unit 7- Organ Function Test(Biochemical parameters.
byAkanksha Kotangale
 
Op-Amp Based Sine-Wave Oscillators: Theory, Design and Applications
byGS Virdi
 
West Hatch Ski Trip - Wagrain 2026 - Induction Meeting 2
byWestHatch
 
SEMESTER- 6 UNIT-3 Child guidance clinic.pptx
bysachin7989
 

Online Reading Comprehension: Opportunities, Challenges, and Next Steps

  • 1.
    Online Reading Comprehension:Opportunities, Challenges, and Next Steps Julie Coiro, Associate Professor, School of Education University of Rhode Island [email protected] Academic Papers: http://uri.academia.edu/JulieCoiro/Papers
  • 2.
    Where are weheaded? What is online reading comprehension (from a new literacies perspective)? What questions are worth exploring next?
  • 3.
    A New LiteraciesPerspective of Online Reading Comprehension 1. Students require additional, new skills to read and effectively comprehend information online. 2. Students are sometimes more literate than their teachers with certain aspects of using the Internet. 3. The Internet is a READING and WRITING issue (not a technology issue) for every content-area classroom teacher, reading educator, and library media specialist.
  • 4.
    How does readingand learning on the Internet change? You begin by identifying an important question New ways of locating information New reasons for critically evaluating the information New contexts for synthesizing information to answer your questions New ways of communicating the answers to others Leu, Kinzer, Coiro, and Cammack (2004) Leu, Kinzer, Coiro, Castek, & Henry (2013)
  • 5.
    Initial Evidence ofsomething “new” (r=0.19, n = 89, N.S.) Offline Reading = CT State Reading Test Online Reading Comprehension= ORCA Blog Leu, D. Castek, J., Hartman, D., Coiro, J., Henry, L., Kulikowich, J., Lyver, S. (2005).
  • 6.
    Additional Evidence: Predicting OnlineReading Comprehension R2 Offline Reading Comprehension Additional R2 Prior Knowledge Additional R2 Online Reading Comprehension Total R2 .351* .074 .154* .579* 35% 7.4% 15.4% 57.9% Offline Reading Comp.= CT State Reading Test Online Reading Comprehension = ORCA Quia Coiro, 2011 n=120 Qualitative evidence: (Coiro & Dobler, 2007; Afflerbach & Cho, 2009) Quantitative evidence: (Kingsley, 2010; Coiro, 2011) Theoretical examples: (Hartman, Morsink, & Zheng, 2009)
  • 7.
    Turn and Talk: Thinkabout your own experiences reading on the Internet…how do they compare to reading printed materials? Share with a partner… What is one thing that appears to be different? What do you notice you (or your students) struggle with?
  • 8.
    Other studies ofonline reading (Afflerbach & Cho, 2009) Nature of unique reading strategies reported by accomplished online readers Overviewing before reading Evaluating qualities of multiple & diverse texts/snippets Strategies for realizing and constructing potential texts to read (scrutinizing hyperlinks, generating inferences, sequencing texts, conducting complementary searches) points to the centrality of monitoring Implications for developing readers? Many areas of potential challenge Afflerbach, P. & Cho, B. (2009). Determining and describing reading strategies: Internet and traditional forms of reading. In H. S. Waters & W. Schneider (Eds.). Metacognition, strategy use, and instruction (pp. 201-225). New York: Guilford Press.
  • 9.
    Other studies ofonline reading Major shift in our conception of reading comprehension in terms of complexity and multiplicity RAND Model (2002): Tetradic conception of four interacting elements Hartman, Morsink, & Zheng (2010): Hexadic conception of six interacting elements (each is multiple as well) Texts Texts Texts Texts Texts Authors Texts Authors Contexts Contexts Authors Contexts Authors Contexts Authors Contexts Authors Contexts Readers Readers Tasks Tasks Readers Readers Tasks Tasks Readers Readers Tasks Tasks Technologie Technologie Technologie Technologie Technologie s Technologie s s s s s
  • 10.
    So what skillsare important to have for reading on the Internet? (Coiro, 2007) Speed matters! A new kind of fluency! Well, I’d say - concentration…immunity to the rest of the sites once you click on one. And being a good internet searcher - meaning when you know exactly what to click on without having to think twice about it, and when you click on it, it’s reliable….I’d say it’s about 25% luck, 74% skill, and 1% wit - I really can’t understand it all myself but …they mold right into a perfect circle and it works correctly! Evaluate relevancy Locating & Evaluating Evaluate reliability
  • 11.
    What opportunities do“digitally literate” learners encounter when they interact with people and information online?
  • 12.
    Authentic Inquiry &Deeper Thinking
  • 13.
    Authentic Inquiry &Deeper Thinking
  • 14.
    Collaboratively Co-Construct Knowledge SocialPractices: Request & give information; jointly acknowledge, evaluate, & build on partner’s contributions Cognitive Strategies: Read, question, monitor, repair, infer, connect, clarify, and interpret
  • 15.
    Opportunities for ExtendedOnline Collaboration and Communication Grade 4: Cross-Country Collaboration with Animal Specialists Three stages 1. Local Expert Inspires Inquiry Circles 2. Students identify specific animals to study 3. Animal specialists support student discovery using Voicethread
  • 16.
    Building Productive Skillsin Collaboration and Communication Grade 4: Ask-An-Expert with VoiceThread
  • 17.
    Developing/Sharing Your PersonalVoice Generating Online Texts Over 460 entries by Grade 3 & 4 students!
  • 18.
    Developing/Sharing Your PersonalVoice Taking Action with Public Service Announcements
  • 19.
    What challenges dolearners encounter when they interact with people and information online?
  • 20.
    Challenges: Balance, Prudence, andDigital Wisdom Digital Natives (Prensky, 2005) – Are they really?? The Digital Natives Debate (e.g., Bennett, Maton, & Kervin, 2008) From Digital Natives to Digital Wisdom (Prensky, 2010; 2012) “The human mind is extended, enhanced, amplified and liberated by technology” Find the best combination of mind and technology Brain Gain: Technology and the Quest for Digital Wisdom (Prensky, 2012)
  • 21.
    Challenges: Balance, Prudence, andDigital Wisdom Critical skills include: How to acquire new information; Learning how to learn; A positive attitude; and A quest for digital wisdom: • “Figure out where and when the ‘old’ wisdom still works, and where and when it doesn’t. And, in the latter case, we need to put something new its place (p. 7)” Brain Gain: Technology and the Quest for Digital Wisdom (Prensky, 2012)
  • 22.
    Generally, students strugglewith inquiry and online research… Generating important questions to solve a problem (McKenzie, 2005; Rothstein & Santana, 2011) Locating relevant information (Henry, 2006; Leu et al, 2005; Miller & Bartlett, 2012) Critically evaluating information (especially conflicting claims) (Metzger & Flanigan, 2008; Miller & Bartlett, 2012; Pew Internet Study, 2012) Synthesizing information from multiple sources and modes/formats (Killi, 2012; Rouet, 2006) Communicating their findings/solutions clearly in writing (e.g., argumentation) and with new technologies (e.g., email, blogs, wikis) (Sevensma, 2013)
  • 23.
    Findings from lessskilled readers Elementary, middle, and high school students have few strategies for systematically locating information on the Internet – They struggle with… Generating and refining precise keyword searches Inferring which link might be most useful in a set of search results Efficiently scanning and navigating within websites Efficiently locating information that best suits their needs (e.g., Bilal, 2000, 2001; Eagleton & Guinee, 2002; Henry, 2006; Kuiper & Volman, 2008; Rouet, 2006, Sutherland-Smith, 2002)
  • 24.
    Conducting Google Searches Imagesof American History? Images American History Images American History: edu
  • 25.
    Reading within searchresults Which site features information about hieroglyphics? Who sponsors Site 4? What’s missing?
  • 26.
  • 27.
    Findings from lessskilled readers Elementary and middle students have few strategies for critically judging the quality of information on the Internet – They struggle with… Determining the author and/or sponsor of a website Evaluating an author’s level of expertise Identifying the author’s point of view and one piece of evidence that illustrates that point of view Determining the overall reliability of a website with reasoned evidence to support their decision (e.g., Barzalai & Zohar, 2012; Coiro, 2013; Fabos, 2008; Forzani & Burlingame, 2012; Metzger & Flanigan, 2008; Miller & Bartlett, 2012; Walraven et al, 2009)
  • 28.
    The TICA Project:Leu, Reinking, et al. (2005-2008)
  • 29.
    Findings from lessskilled readers Almost 20%! 80-88% of our large Grade 7 sample struggled with all three of these evaluation skills! Coiro (2013); Leu, Kulikowich, Sedransk, & Coiro (2009-2014)
  • 30.
    Sample student responses:Online Reading Comprehension Assessment (ORCA, 2012) Is the author an expert? Yes, because he talks a lot about the topic in this article Yes, I think he is because he made a chart. Yes, it has his job title at the bottom of the article. What is the author’s point of view and how does it affect the words and images used on the website? The point of view in the article is from Tim's point. It affects the words because it's like he's telling you himself. By the author’s craft – by the way he writes I guess. I think it’s 3rd person point of view.
  • 31.
    Sample student responses:Online Reading Comprehension Assessment (ORCA, 2012) Do you think the information at this site is reliable? No, because I have never heard of this site before. Yes because it says that many people use and it helps them. At the top it says official affiliate/unofficial opinions so I think it is reliable even though it’s a blog. In the third paragraph, he did a comparison with two companies, which shows it has to be pretty accurate. Yeah because it was posted on June 2, 2009. It could be. I’m not sure.
  • 32.
    Findings from lessskilled readers Less skilled adolescent synthesizers… Know less about a topic at the outset which leads to more “ineffective traversals” (Sevensma, 2013) Seem less aware of task purpose as way to organize reading/synthesizing activities (Goldman et al., 2012) Prioritize content-relevance over other critical factors when choosing a text (Braasch et al., 2009) Are less likely to discriminate between more and less reliable online texts (Wiley et al., 2009; Goldman, et al., 2012)
  • 33.
    Findings from lessskilled readers Less skilled adolescent synthesizers… Struggle to identify discontinuities or controversies presented across texts (Britt & Aglinksas, 2002; TICA Project)
  • 36.
  • 37.
    Findings from lessskilled readers As less skilled readers communicate a representation of their ideas they… Are less likely to have a “cohesive plan” or to carry out a plan that would lead to effective representation and communication of their message Generate less content in the same amount of time as their peers (Sevensma, 2013)
  • 38.
    What about attitudesand beliefs? Survey of Online Reading Dispositions (SORD) 20-item questionnaire (10 Likert-scale items and 8 open-ended interview questions) Likert-item subscales: useful, engaging, valuable, easy to use (r =.705) Open-ended items: scored 0 or 1 for total of 8 points Open-ended questions: (a) How approach; (b) How respond; (c): Self-efficacy • What is easiest for you about using the Internet for research? • What is hardest for you about using the Internet for research? • Can you think of a time when you had trouble finding something using the Internet? How do you feel when this happens? How long do you keep trying before you give up? • What do you know about using the Internet effectively that some kids your age might not know?
  • 39.
    What about attitudesand beliefs? Survey of Frequency of Internet Use 12 items (Entertainment, Communication, Information, Location) r = .636
  • 40.
    Role of Dispositions(mindsets, attitudes, and beliefs) Online Reading Dispositions (12 Likert items) (no additional variance explained) correlation r = .210, p <.05 R2 Offline Reading Comprehension Additional R2 Prior Knowledge Additional R2 Online Reading Comprehension Additional R2 Online Reading Dispositions Total R2 .351* .074 .154* .003NS .582*  Online Reading Dispositions (open ended items) (significant amount of additional variance explained) correlation r =.369, p<.001 R2 Offline Reading Comprehension Additional R2 Prior Knowledge Additional R2 Online Reading Comprehension Additional R2 Online Reading Dispositions Total R2 .355* .076 .142* .027* .600*
  • 41.
    Dispositions vs. Frequency ofInternet Use  Frequency of Internet Use (no additional variance explained) R2 Offline Reading Comprehension Additional R2 Prior Knowledge Additional R2 Online Reading Comprehension Additional R2 Frequency of Internet Use Total R2 .351* .074 .154* .009NS .587*
  • 42.
    Online Reading Dispositions Coiro,J. (2012, April). Digital Literacies: Understanding dispositions toward reading on the Internet. Journal of Adolescent and Adult Literacy, 55(7), 645-648.
  • 43.
    Opportunities… Challenges... Next Steps forUnderstanding Online Research and Comprehension
  • 44.
    Next steps… Reading onlineto locate information Continually re-examine our thinking about which locating skills are most important (rapidly emerging new tools, features, and affordances/constraints) Reading online to critically evaluate information: Deepen our understanding of cognitive abilities and limitations (Eastin, 2008): At what age can we expect learners to be able to make credibility judgments (e.g., identify author motives and perspectives; counterbalance information with multiple and conflicting sources)? Role of students’ personal epistemologies (ways of thinking about the nature of knowledge and knowing) and its impact on student competence in website evaluation (Barzalai & Zohar, 2012)
  • 45.
    Next steps… Reading onlineto synthesize information What are the underlying processes involved in how learners deconstruct, analyze, consolidate, organize, and integrate information from disparate sources (Schira-Hagerman, in process; DeSchryver, 2012)? How can collaborative partnerships and digital support tools (Coiro et al, 2012; 2013; Kiili et al. 2012, Kiili & Coiro, in process) scaffold complex online reading processes? Reading online to communicate information Turn attention toward readers and writers as media makers and socially active citizens (Hobbs, 2010; 2011; Hobbs & Moore, 2013) – How do we document students’ ability to collaboratively collect, share, generate, and creatively produce in ways that meet social demands of a participatory culture (e.g., Jenkins, 2006)?
  • 46.
    In summary… New readingand composing/making skills, practices, and dispositions are required to comprehend online information…and more are on the horizon! Tomorrow: How can educators support online readers?
  • 47.
    References Barzilai, S., &Zohar, A. (2012). Epistemic Thinking in Action: Evaluating and Integrating Online Sources. Cognition and Instruction, 30(1), 39–85. doi:10.1080/07370008.2011.636495 Bilal, D. (2000). Children’s use of the Yahooligans! Web search engine: I. Cognitive, physical, and affective behaviors on fact-based search tasks. Journal of the American Society for Information Science, 51(7), 646–665. doi:10.1002/(SICI)1097-4571(2000)51:7<646::AID-ASI7>3.0.CO;2-A Bilal, D. (2001). Children’s use of the Yahooligans! Web search engine: II. Cognitive and physical behaviors on research tasks. Journal of the American Society for Information Science and Technology, 52(2), 118–136. doi:10.1002/1097-4571(2000)9999:9999<::AID-ASI1038>3.3.CO;2-I Coiro, J. (2007). Exploring changes to reading comprehension on the Internet. Unpublished doctoral dissertation, University of Connecticut. Storrs, CT. Eagleton, M. B., & Guinee, K. (2002). Strategies for supporting student Internet inquiry. New England Reading Association Journal, 38, 39–47. Fabos, B. (2008). The price of information: Critical literacy education and today’s Internet. . In J.Coiro, M. Knobel, C. Lankshear, & D. Leu (Eds.), Handbook of research on new literacies (pp. 839-870). New York: Lawrence Erlbaum. Flanagin, A.J., and Metzger, M. (2008) Digital Media and Youth: Unparalleled Opportunity and Unprecedented Responsibility. In M.J. Metzger & A. J. Flanagin (Eds.) Digital Media, Youth, and Credibility: The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. (pp. 5–28). Cambridge, MA: The MIT Press. doi: 10.1162/dmal.9780262562324.005
  • 48.
    References Forzani, E. &Burlingame, C. (2012). Evaluating seventh grade students’ ability to critically evaluate online information. Paper presented at the annual meeting of the Literacy Research Association, San Diego, CT. Hagerman, M.S. (in progress). The impact of Online Synthesis Instruction (OSI) on adolescents’ ability to construct an integrated understanding of science topics from multiple Internet texts. (Unpublished Doctoral Dissertation). Michigan State University: East Lansing, MI. Hartman, D. K., Morsink, P. M., & Zheng, J. (2010). From print to pixels: The evolution of cognitive conceptions of reading comprehension. In E. A. Baker (Ed.). The new literacies: Multiple perspectives on research and practice (pp. 131-164). New York, NY: Guilford Press. Henry, L. a. (2006). SEARCHing for an Answer: The Critical Role of New Literacies While Reading on the Internet. The Reading Teacher, 59(7), 614–627. doi:10.1598/RT.59.7.1 Hicks, T. (2013) Composing texts across media and genres. Portsmouth, NH: Heinemann Kuiper, E. & Volman, M. (2008). The web as a source of information for students in K-12 education. In J. Coiro, M. Knobel, C. Lankshear, & D. Leu (Eds.), Handbook of research on new literacies (pp. 241266) New York: Lawrence Erlbaum. Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Donald J. Leu, Jr., Charles K. Kinzer, Julie L. Coiro, and Dana W. Cammack. Theoretical models and processes of reading (pp. 1570– 1613).
  • 49.
    References Leu, D. J.,Coiro, J., Castek, J., Hartman, D., Henry, L.A., & Reinking, D. (2008). Research on instruction and assessment in the new literacies of online reading comprehension. In Cathy Collins Block, Sherri Parris, & Peter Afflerbach (Eds.). Comprehension instruction: Research-based best practices. New York: Guilford Press. Retrieved from http://www.newliteracies.uconn.edu/pub_files/instruction.pdf Miller, C. & Bartlett, J. (2012). ‘Digital fluency’: Toward young people’s critical use of the Internet. Journal of Information Literacy, 6(2), 35-55. Rouet, J.-F. (2006). The skills of document use: From text comprehension to web-based learning. Mahwah, NJ: Lawrence Erlbaum Associates. Sevensma, K. (2013). Negotiating new literacies in science: An examination of at-risk and averageachieving ninth-grade readers’ online reading comprehension strategies. (Unpublished Doctoral Dissertation). Michigan State University: East Lansing, MI. Sutherland-Smith, W. (2002). Weaving the literacy web: Changes in reading from page to screen. The Reading Teacher, 55, 662-669. Walraven, A., Brand-Gruwel, S., & Boshuizen, H. P. a. (2009). How students evaluate information and sources when searching the World Wide Web for information. Computers & Education, 52(1), 234– 246. doi:10.1016/j.compedu.2008.08.003 Zhang, S., & Duke, N. K. (2008). Strategies for Internet reading with different reading purposes: A descriptive study of twelve good Internet readers. Journal of Literacy Research, 40, 128–162.
  • 50.
    Collaboratively Co-Construct Knowledge SocialPractices: Request & give information; jointly acknowledge, evaluate, & build on partner’s contributions Cognitive Strategies: Read, question, monitor, repair, infer, connect, clarify, and interpret

Editor's Notes

  • #15 Use the narrative
  • #16 Diane Use the narrative
  • #17 Diane Use the narrative
  • #51 Use the narrative