How does reading and learning change on the Internet? You are invited into a conversation about the nature of information on the Internet and its implications for how we think about reading comprehension and critical thinking in a digital information age. Julie first explores how the Internet poses new opportunities for authentic inquiry, collaborative conversations, and students to develop their voices as active citizens. Then, she describes the reading challenges that extend beyond traditional reading comprehension skills to encompass rapidly changing literacies for questioning, locating, evaluating, synthesizing, and communicating information during online inquiry. Finally, she highlights important areas for future research in order to keep up with the changing technologies that will continue to redefine what literacy means in the future.
Online Reading Comprehension: Challenges and Opportunities (Brazil 2014)Julie Coiro
This presentation was given during a conference for Brazilian educators and students, sponsored by XI Encontro Virtual de Documentação em Software Livre (EVIDOSOL) e VIII Congresso Internacional de Linguagem e Tecnologia online (CILTEC-online). A companion website with links to resources included in this presentation is available at http://coiroevidosol.wikispaces.com/home
Personal Inquiry & Online Research: Connecting Learners in Ways That MatterJulie Coiro
This was the Keynote talk presented at Day 1 at the Summer Institute in Digital Literacy 2015 at the University of Rhode Island presented by Julie Coiro, Jill Castek, and Dave Quinn
Planning For And Supporting Productive Online InquiryJulie Coiro
How are online reading comprehension practices integrated into classroom instructional routines? In this session, Julie explains how curriculum-based information challenges and performance-based online reading comprehension measures can be used to capture the skills and practices of more and less skilled online readers. Then, she reviews practical examples of how to support elementary and secondary students as developing online readers using a model of Internet Reciprocal Teaching. She also shares research-based ideas for how to move readers through three phases of online inquiry while fostering higher-level thinking, critical evaluation, productive dialogue, and skillful argumentation practices across all grade levels.
This is the 2nd part of the Institute to help teachers scaffold the instruction of online critical evaluation skills students need to conduct research on the Internet. The companion website is:
http://www.lite.iwarp.com/CoiroVT2009.html
These slides accompany a Teaching at URI workshop I presented with Josh Caulkins for faculty and instructors at the University of Rhode Island on August 26, 2014
Personal digital inquiry slides 2016 keynote finalJulie Coiro
The document introduces the Summer Institute in Digital Literacy, defining digital literacy as having skills to use the internet productively to generate questions, locate information, evaluate information critically, synthesize information, and communicate answers. It discusses varied definitions of digital literacy from different perspectives and roles in teaching and learning, and encourages participants to discuss how their individual expertise can support designing productive learning experiences for students.
How Does Reading & Learning Change on the Internet: Responding to New LiteraciesJulie Coiro
This slide show provides an overview of the ways in which reading comprehension looks different relative to how we locate, critical evaluate, synthesize, and communicate information on the Internet.
Final Virginia State Reading Association Keynotedjleu
This document provides an overview of online reading comprehension and the need to teach new literacy skills for the digital age. It discusses how the global economy has increased competition and the importance of higher-level thinking skills. It presents a model for teaching online reading comprehension called Internet Reciprocal Teaching and provides 15 easy steps for integrating the internet into classroom literacy instruction. The challenges of educational change are also addressed.
Online Reading Comprehension: Challenges and Opportunities (Brazil 2014)Julie Coiro
This presentation was given during a conference for Brazilian educators and students, sponsored by XI Encontro Virtual de Documentação em Software Livre (EVIDOSOL) e VIII Congresso Internacional de Linguagem e Tecnologia online (CILTEC-online). A companion website with links to resources included in this presentation is available at http://coiroevidosol.wikispaces.com/home
Personal Inquiry & Online Research: Connecting Learners in Ways That MatterJulie Coiro
This was the Keynote talk presented at Day 1 at the Summer Institute in Digital Literacy 2015 at the University of Rhode Island presented by Julie Coiro, Jill Castek, and Dave Quinn
Planning For And Supporting Productive Online InquiryJulie Coiro
How are online reading comprehension practices integrated into classroom instructional routines? In this session, Julie explains how curriculum-based information challenges and performance-based online reading comprehension measures can be used to capture the skills and practices of more and less skilled online readers. Then, she reviews practical examples of how to support elementary and secondary students as developing online readers using a model of Internet Reciprocal Teaching. She also shares research-based ideas for how to move readers through three phases of online inquiry while fostering higher-level thinking, critical evaluation, productive dialogue, and skillful argumentation practices across all grade levels.
This is the 2nd part of the Institute to help teachers scaffold the instruction of online critical evaluation skills students need to conduct research on the Internet. The companion website is:
http://www.lite.iwarp.com/CoiroVT2009.html
These slides accompany a Teaching at URI workshop I presented with Josh Caulkins for faculty and instructors at the University of Rhode Island on August 26, 2014
Personal digital inquiry slides 2016 keynote finalJulie Coiro
The document introduces the Summer Institute in Digital Literacy, defining digital literacy as having skills to use the internet productively to generate questions, locate information, evaluate information critically, synthesize information, and communicate answers. It discusses varied definitions of digital literacy from different perspectives and roles in teaching and learning, and encourages participants to discuss how their individual expertise can support designing productive learning experiences for students.
How Does Reading & Learning Change on the Internet: Responding to New LiteraciesJulie Coiro
This slide show provides an overview of the ways in which reading comprehension looks different relative to how we locate, critical evaluate, synthesize, and communicate information on the Internet.
Final Virginia State Reading Association Keynotedjleu
This document provides an overview of online reading comprehension and the need to teach new literacy skills for the digital age. It discusses how the global economy has increased competition and the importance of higher-level thinking skills. It presents a model for teaching online reading comprehension called Internet Reciprocal Teaching and provides 15 easy steps for integrating the internet into classroom literacy instruction. The challenges of educational change are also addressed.
The document provides an overview of a curriculum integrating multimedia that includes an introduction, course outline, discussion of participatory culture and new literacies, and the use of social bookmarking and online discussions. It discusses key concepts like how participatory culture involves membership, expressions, problem-solving, and circulating media. New literacies include skills like play, performance, appropriation, and networking. The document also addresses privacy, legal and ethical issues when using technologies and participating online.
Monroe Summer Learning Academy-PD-June 12, 2013mschirahagerman
An interactive professional development presentation for summer learning academy teachers that focuses on online inquiry and synthesis processes, plus effective instructional methods that support the development of these skills.
Responding to Project Information Literacy 2012 workplace study. What are instruction librarians doing to help students with the social side of research?
This document summarizes key ideas from a presentation by Donald Leu on new literacies. Leu discusses how literacy is constantly changing with new technologies and how new literacies are now required for everyone. He focuses on the new literacies of online research and comprehension. Leu also discusses how the Common Core State Standards integrate new digital literacies and how teachers can develop students' new literacy skills through approaches like Internet Reciprocal Teaching.
A talk delivered at the University of Oslo on a dual level theory of new literacies. For the published work, see: http://www.reading.org/Libraries/books/IRA-710-chapter42.pdf
The document discusses how literacy and reading comprehension have changed with the rise of the internet. It notes that students now spend more time reading online than offline, and that the internet has become this generation's defining technology for reading. However, online reading requires different skills than offline reading, and states are not adequately measuring students' ability to perform literacy skills online like evaluating online information. The document argues that teachers must help students develop new online literacy skills to prepare them for the future.
The document discusses the changing nature of reading in the digital age and the misalignments between public policy, assessment, and instruction regarding new literacies. It argues that online reading requires distinct comprehension skills from offline reading, but these skills are not reflected in most assessments or classroom instruction. The defining technology for this generation's reading is the Internet, yet policies and practices have not fully adapted to incorporate online reading comprehension.
This webquest guides middle school students through a research project on civil rights leaders to develop their skills in evaluating online sources. Students will work in pairs to research a leader, create a biographical video and presentation, and discuss what makes a quality source. Throughout the process, students will use evaluation questions to critically examine their and their partner's sources. The lesson is designed using constructivist principles to have students build on existing search skills and learn source evaluation independently before a teacher-led discussion. Potential challenges include lack of real-world relevance and engagement if authentication is not possible.
Designing Digital Spaces That Support Online Inquiry & Learning in Grades 3-12Julie Coiro
Conference presentation at the annual meeting of the International Literacy Association 2019 in New Orleans, LA - Recipient of 2018 ILA Irwin Zolt Digital Literacy Game Changer Award
Information Fluency Strategies and Practices to Help Enhance Critical Thinkin...St. Petersburg College
Information fluency is the intersection of information literacy, computer literacy and critical thinking and is a “must” for participants of the 21st century. Mairn explores a variety of resources, research tools, and tips that can be integrated into course management systems and/or traditional classroom settings to help build fluency and develop critical thinking. These tools range from using real-time web/mobile services like Twitter to using conventional econtent more creatively and other tools/services to construct a learning environment — online or face-to-face — that is conducive to information discovery, sharing, and lifelong learning.
The document discusses skills and characteristics needed for success in today's world, including being self-motivated learners who access information globally and form online networks. It suggests teachers model these behaviors and provide learning opportunities for students to develop skills like collaboration, problem solving, and managing self. Specific strategies are proposed for using technologies like wikis, audio/video conferencing, and web tools to support competencies in communication, relationships, participation, thinking, and discovery learning.
This document outlines Donald Leu's ideas for integrating new literacies and online reading comprehension skills into the classroom. It discusses how the Internet is now the defining technology for literacy and learning. Additional higher-level thinking and comprehension skills are required for online reading. Leu provides examples of research and instructional models for teaching online reading comprehension. He argues that some states and nations risk losing economic advantages if they do not prepare students for problem-based learning and effective online skills. Finally, the document lists Leu's 15 best ideas for integrating new literacies into the classroom, such as using blogs, videos, and instructional models like Internet Reciprocal Teaching.
This document discusses connected learning and professional development for educators in the digital age. It describes connected learning communities which include local professional learning communities, global personal learning networks, and bounded communities of practice. These connected learning communities allow educators to collaborate both face-to-face and online to support learning and innovation. The document emphasizes that a connected approach to learning and professional development is needed as the world and education system become more digital and networked.
This document contains the text from a presentation on connected learning and leading in the digital age. It discusses trends like moving from analog to digital, tethered to mobile, and closed to open. It highlights concepts like the internet of things, collective intelligence, and how the pace of change is accelerating. It emphasizes that educators must change school culture and learning behaviors to prepare students for the future.
Learning Curve: How College Graduates Solve Information Problems in the Workp...Michele Van Hoeck
Findings and recommendations from 2012 Project Information Literacy national study of workplace information literacy. Presented at the 2013 California Conference on Library Instruction.
The document summarizes key points from a presentation about responding to changing literacy needs in an increasingly digital landscape. It discusses differences between online and print reading, strategies for building online reading comprehension like modeling think-alouds, and tools for capturing student reflections and assessments of online reading comprehension.
The document summarizes key points from a presentation about responding to changing literacy needs in an increasingly digital landscape. It discusses differences between online and print reading, strategies for building online reading comprehension like modeling think-alouds, and tools for capturing student thinking and assessing online reading skills.
The document provides an overview of a curriculum integrating multimedia that includes an introduction, course outline, discussion of participatory culture and new literacies, and the use of social bookmarking and online discussions. It discusses key concepts like how participatory culture involves membership, expressions, problem-solving, and circulating media. New literacies include skills like play, performance, appropriation, and networking. The document also addresses privacy, legal and ethical issues when using technologies and participating online.
Monroe Summer Learning Academy-PD-June 12, 2013mschirahagerman
An interactive professional development presentation for summer learning academy teachers that focuses on online inquiry and synthesis processes, plus effective instructional methods that support the development of these skills.
Responding to Project Information Literacy 2012 workplace study. What are instruction librarians doing to help students with the social side of research?
This document summarizes key ideas from a presentation by Donald Leu on new literacies. Leu discusses how literacy is constantly changing with new technologies and how new literacies are now required for everyone. He focuses on the new literacies of online research and comprehension. Leu also discusses how the Common Core State Standards integrate new digital literacies and how teachers can develop students' new literacy skills through approaches like Internet Reciprocal Teaching.
A talk delivered at the University of Oslo on a dual level theory of new literacies. For the published work, see: http://www.reading.org/Libraries/books/IRA-710-chapter42.pdf
The document discusses how literacy and reading comprehension have changed with the rise of the internet. It notes that students now spend more time reading online than offline, and that the internet has become this generation's defining technology for reading. However, online reading requires different skills than offline reading, and states are not adequately measuring students' ability to perform literacy skills online like evaluating online information. The document argues that teachers must help students develop new online literacy skills to prepare them for the future.
The document discusses the changing nature of reading in the digital age and the misalignments between public policy, assessment, and instruction regarding new literacies. It argues that online reading requires distinct comprehension skills from offline reading, but these skills are not reflected in most assessments or classroom instruction. The defining technology for this generation's reading is the Internet, yet policies and practices have not fully adapted to incorporate online reading comprehension.
This webquest guides middle school students through a research project on civil rights leaders to develop their skills in evaluating online sources. Students will work in pairs to research a leader, create a biographical video and presentation, and discuss what makes a quality source. Throughout the process, students will use evaluation questions to critically examine their and their partner's sources. The lesson is designed using constructivist principles to have students build on existing search skills and learn source evaluation independently before a teacher-led discussion. Potential challenges include lack of real-world relevance and engagement if authentication is not possible.
Designing Digital Spaces That Support Online Inquiry & Learning in Grades 3-12Julie Coiro
Conference presentation at the annual meeting of the International Literacy Association 2019 in New Orleans, LA - Recipient of 2018 ILA Irwin Zolt Digital Literacy Game Changer Award
Information Fluency Strategies and Practices to Help Enhance Critical Thinkin...St. Petersburg College
Information fluency is the intersection of information literacy, computer literacy and critical thinking and is a “must” for participants of the 21st century. Mairn explores a variety of resources, research tools, and tips that can be integrated into course management systems and/or traditional classroom settings to help build fluency and develop critical thinking. These tools range from using real-time web/mobile services like Twitter to using conventional econtent more creatively and other tools/services to construct a learning environment — online or face-to-face — that is conducive to information discovery, sharing, and lifelong learning.
The document discusses skills and characteristics needed for success in today's world, including being self-motivated learners who access information globally and form online networks. It suggests teachers model these behaviors and provide learning opportunities for students to develop skills like collaboration, problem solving, and managing self. Specific strategies are proposed for using technologies like wikis, audio/video conferencing, and web tools to support competencies in communication, relationships, participation, thinking, and discovery learning.
This document outlines Donald Leu's ideas for integrating new literacies and online reading comprehension skills into the classroom. It discusses how the Internet is now the defining technology for literacy and learning. Additional higher-level thinking and comprehension skills are required for online reading. Leu provides examples of research and instructional models for teaching online reading comprehension. He argues that some states and nations risk losing economic advantages if they do not prepare students for problem-based learning and effective online skills. Finally, the document lists Leu's 15 best ideas for integrating new literacies into the classroom, such as using blogs, videos, and instructional models like Internet Reciprocal Teaching.
This document discusses connected learning and professional development for educators in the digital age. It describes connected learning communities which include local professional learning communities, global personal learning networks, and bounded communities of practice. These connected learning communities allow educators to collaborate both face-to-face and online to support learning and innovation. The document emphasizes that a connected approach to learning and professional development is needed as the world and education system become more digital and networked.
This document contains the text from a presentation on connected learning and leading in the digital age. It discusses trends like moving from analog to digital, tethered to mobile, and closed to open. It highlights concepts like the internet of things, collective intelligence, and how the pace of change is accelerating. It emphasizes that educators must change school culture and learning behaviors to prepare students for the future.
Learning Curve: How College Graduates Solve Information Problems in the Workp...Michele Van Hoeck
Findings and recommendations from 2012 Project Information Literacy national study of workplace information literacy. Presented at the 2013 California Conference on Library Instruction.
The document summarizes key points from a presentation about responding to changing literacy needs in an increasingly digital landscape. It discusses differences between online and print reading, strategies for building online reading comprehension like modeling think-alouds, and tools for capturing student reflections and assessments of online reading comprehension.
The document summarizes key points from a presentation about responding to changing literacy needs in an increasingly digital landscape. It discusses differences between online and print reading, strategies for building online reading comprehension like modeling think-alouds, and tools for capturing student thinking and assessing online reading skills.
The document summarizes research on the strategies and challenges of skilled and less skilled online readers. It finds that less skilled readers struggle with generating precise searches, evaluating source reliability, and synthesizing information from multiple sources. More skilled readers have strategies for asking focused questions, critically evaluating sources for accuracy and bias, and synthesizing information to answer questions. The document provides examples of strategies used by both skilled and less skilled readers and principles for supporting online inquiry in educational settings.
This document summarizes research on the challenges students face with reading and writing arguments using online sources. It introduces an online inquiry tool designed to scaffold the argumentation process. Key features of the tool include planning perspectives, locating and organizing evidence from multiple sources, evaluating sources, and integrating evidence into an essay. Research found the tool helped organization but did not significantly improve essay quality. Using the tool in pairs versus individually did not impact performance. Students struggled with source evaluation. Future work is needed to determine how to best support students through task design and additional scaffolds.
Understanding Online Reading Comprehension, Collaboration, and Digital Inquir...Julie Coiro
The document provides an overview of Julie Coiro's research on online reading comprehension, collaboration, and digital inquiry. It discusses three key areas: 1) Expanding online reading with critical literacy practices, 2) Capturing dimensions of collaboration and deliberation with multiple-source inquiry tasks, and 3) Defining the construct of collaborative online inquiry and deliberation. The document outlines several studies and projects that Coiro has conducted to better understand and measure online reading comprehension, critical evaluation of online sources, and collaborative problem solving in digital environments.
Information Literacy Instruction: Ideas for Teaching College Students Essenti...meganbheuer
What is information literacy? Why is it important for art students? How are Millennial students’ information seeking different? What does this all mean for how we teach our students?
This document outlines strategies for effective online discussions, focusing on the three C's: Community, Construction, and Coaching. It discusses establishing a sense of community through first impressions, online presence, and netiquette. For construction, it addresses deciding the role, purpose, and practical elements like group size and format of discussions. For coaching, it provides techniques for advancing discussions through probing questions, timely feedback, and addressing weak participation. The overall message is that online instructors should focus on engaging students and fostering intellectual development through their discussion facilitation approaches.
Sharpe, R. (2007) Experiences of learning in a digital age. Keynote at the Irish Learning Technology Association conference, EdTech 2007, 24 – 26 May, Dublin Institute of Technology, Dublin
The document discusses best practices for online discussions, focusing on the three C's of community, construction, and coaching. It provides guidance on building community through establishing a welcoming online presence and netiquette. For construction, it offers tips on structuring discussions, such as using small groups, various question formats, and rubrics for assessment. Regarding coaching, it suggests techniques for facilitating higher-order thinking, providing timely feedback, and addressing weak discussions or incorrect information. The overall goal is to foster student engagement, intellectual development, and connections through strategic use of online discussion tools and facilitation techniques.
The document discusses the new literacies required for online reading comprehension in the modern digital age. It presents a model for teaching these new literacies called Internet Reciprocal Teaching (IRT), which involves three phases: teacher-led instruction of basic skills, collaborative modeling of strategies, and inquiry-based projects. IRT emphasizes problem-based learning and using the internet to solve information problems. The document argues that school leadership must support a changing literacy curriculum focused on online reading comprehension and integrating technology into subject areas in order to prepare students for the 21st century.
The document discusses how digital literacy skills are essential for students in the 21st century as text is increasingly moving from offline to online formats. It emphasizes that teachers need to help students develop skills like online reading comprehension, information literacy, and evaluating online sources. The document provides examples of how online texts differ from print and discusses strategies teachers can use to help students practice digital literacy skills across content areas, including using websites, online collaborations and discussions, and digital creation of content.
The document outlines Margo Pickworth's EdD research proposal on how young learners make sense of online information. The research will use qualitative methodology to explore the strategies young competent readers use to understand online information, and what teaching methods can help. It will involve think-aloud protocols and screen capture software to study students' online search and reading processes. The proposal discusses the conceptual frameworks of constructivism and information literacy that inform the study, and outlines plans for ethics approval, data collection and future research phases.
The document discusses how online reading comprehension is becoming the defining literacy skill in today's world. It outlines several key points:
1) The internet now defines reading and learning for this generation, requiring new online reading comprehension skills.
2) Research shows online and offline reading skills are different and assessments need to measure online skills.
3) Effective instructional models for teaching online reading comprehension skills are emerging but more research is still needed.
4) Educational policies and teacher training need to better address online literacy skills for students to succeed in the digital age.
The document summarizes research on students' ability to critically evaluate information found online. It discusses how students struggle with skills like determining a website's credibility and relevance. The study aimed to compare the strategies used by students who were successful versus less successful on a task evaluating the reliability of websites. By analyzing think-aloud protocols, researchers hoped to better understand the relationship between offline and online evaluation skills and identify common markers used to judge a site's reliability.
This document summarizes a student's inquiry project where they had students research the steps of the scientific method online. The student provided 8 pre-selected websites for students to visit in pairs. They analyzed what they found distracting, reading difficulty, likes/dislikes, and whether they'd recommend each site. Most students preferred sites that clearly listed steps with easy vocabulary. The student was surprised students disliked interactive elements but enjoyed evaluating the sites and collaborating with peers. The project helped students develop literacy skills through guided internet research.
The document summarizes a classroom activity where students researched the steps of the scientific method on various websites. The teacher provided students with 8 pre-selected sites to visit in pairs. Students were asked to find the steps listed at 3 sites each and describe any distracting aspects, reading difficulty, and whether they would recommend the site. After researching, the class reviewed the sites and discussed consistent steps found across sites. The teacher analyzed student feedback and found some sites had confusing vocabulary or many distractions while others effectively conveyed the scientific method steps.
This document discusses building online reading comprehension. It covers several key topics: (1) theories of reading comprehension and how they apply to online reading; (2) differences between online and offline reading and challenges of online reading; (3) skills needed for online reading comprehension including decoding, meaning making, using and analyzing text; and (4) strategies for teaching online reading comprehension including modeling skills, scaffolded activities, collaborative projects, and think-alouds. The goal is to help students develop skills for comprehending various online text types and evaluating online information.
Using Social Media to Foster Learning Connectionssharstoer
This document summarizes a study on using social media to foster learning connections. The study had two parts: the first involved using Facebook for asynchronous discussions in an English composition course, and the second involved graduate students developing personal learning networks through social media in an online course. Key findings included that Facebook discussions were no better or worse than the learning management system, but had technical limitations. Students had positive and negative reactions to using social media, with some seeing the benefits of connecting to experts, while others found it overwhelming. Overall, social media helped students make connections beyond the classroom and develop personal learning networks, though guiding and listening to students was important.
Using Social Media to Foster Learning Connectionssharstoer
This document summarizes a study on using social media to foster learning connections. The study had two parts: the first involved using Facebook for asynchronous discussions in an English composition course, and the second involved graduate students developing personal learning networks through social media in an online course. Key findings included that Facebook discussions were no better or worse than the learning management system, but had technical limitations. Students had positive and negative reactions to using social media, with some seeing the benefits of connecting to experts, while others found it overwhelming. Overall, social media helped students make connections beyond the classroom and develop personal learning networks, though guiding and listening to students was important.
Similar to Online Reading Comprehension: Opportunities, Challenges, and Next Steps (20)
Julie PDI Culture final keynote SIDL 2021Julie Coiro
This document discusses building a culture of inquiry through personal digital inquiry (PDI). PDI emphasizes the personal relationship between teachers and students, and the role of digital tools in learning. True inquiry involves asking questions, critical analysis, reflection, and generating solutions to problems. The authors discuss how PDI can foster connection and learning, even amidst challenges like the COVID-19 pandemic, by intentionally creating opportunities for students to ask questions about issues that matter to them, collaborate, reflect, and take action. Examples of student-led inquiries into topics like papayas, hawks, and LGBTQ+ issues are provided.
Introduction to Personal Digital Inquiry in Grades K-8Julie Coiro
The document discusses strategies for fostering comprehension and engagement through digital inquiry, including coming to a shared understanding of important terms like online reading comprehension and personal digital inquiry, intentionally designing learning opportunities and choosing technologies to support inquiry, and building a classroom culture that values inquiry. It also explores how to empower students at varied levels of inquiry from modeled to open-ended.
ILA Slides Personal Digital Inquiry Coiro Dobler Pelekis Julie Coiro
This document discusses personal digital inquiry (PDI) as a way to foster curiosity and deep learning. PDI emphasizes developing personal relationships between teachers and students and giving students agency in the learning process. It involves using digital tools and texts for student-led inquiry projects. The document provides examples of PDI projects at different grade levels, from a garden inquiry in 1st grade to advocating for global issues in 12th grade. It also offers tools like a PDI planning guide to help teachers design personalized inquiry experiences for students.
Personal Digital Inquiry: Connecting Learning in Ways That MatterJulie Coiro
Julie Coiro Paper for Symposium Session Presented at CPH 2019 Conference on Literacy in Copenhagen, Denmark The 18th Nordic Literacy Conference & The 21st European Conference on Literacy
The document provides guidance for designing structured inquiry tasks for online learning for young children. It discusses important considerations like creating authentic tasks connected to real-world concepts, providing structured steps and guidelines, including multimodal sources to vary texts and engage students. Examples of structured inquiry tasks are presented, like designing an informational overview page with embedded links to build knowledge, or structured searches. The document emphasizes designing authentic response tasks for students to compose digital products. It also discusses building language and social skills through partner work and productive talk during online inquiry.
Personal Digital Inquiry Summer Institute in Digital Literacy 2019Julie Coiro
This document discusses designing opportunities for personal digital inquiry in classrooms. It begins by asking how student-driven inquiry fits into digital literacy and what role the teacher plays in the inquiry process. It discusses choosing technologies that can deepen learning in meaningful ways. Personal digital inquiry is explored at different grade levels from K-12. The document emphasizes building a classroom culture of inquiry before introducing technology, with a focus on curiosity, relationship building, and student voice. It provides examples of personal digital inquiry projects across grade levels and discusses using technology to support knowledge building and creation. The goal is to move from teacher-guided to more learner-guided inquiry using technology purposefully.
This set of slides was presented at the CT Association of School Librarians Spring Unconference on March 30, 2019 to promote conversation about cultural practice that foster a spirit of inquiry in today's classroom and library settings.
This slide show was used as part of a two day institute that walked teachers through instructional supports for fostering reading skills focused on critically evaluating relevance, accuracy, reliability, and author perspective during the online inquiry process. It has a companion website at http://www.lite.iwarp.com/CoiroVT2009.html
Having the skills and strategies to read, learn from, and communicate with the Internet will play a central role in our students’ success in an information age. But how can we best measure these new literacies? This session explores some of the challenges associated with developing valid and reliable measures of the complex literacy strategies and dispositions required to search for, comprehend, and respond to information on the Internet. The presenter will first share task examples and student responses from several assessments developed to measure online reading comprehension and communication skills. Then, conversation will turn to a number of important issues to consider when developing online literacy assessments that are not only psychometrically sound, but also useful to both researchers and classroom teachers. Participants will have an opportunity to share their own thoughts about how we might rethink the ways in which we evaluate the skills, strategies, and dispositions associated with reading and learning online.
A Beginning Understanding of the Interplay Between Offline and Online Reading...Julie Coiro
This slideshow reports the methods and findings of a sequential mixed-methods study (my dissertation) that: (a) quantitatively investigated the extent to which new skills and strategies may be required to comprehend information on the Internet and (b) qualitatively explored the nature of online reading among three adolescent readers with different levels of proficiency.
This is an introduction to EDC565: Advanced Reading Research Seminar at the University of Rhode Island by way of an interactive jeopardy game. The class is quizzed on their knowledge of Reading Journals & Reports, Reading Handbooks, Reading Researchers, and Methods of Research.
This is an introduction to EDC565: Advanced Reading Research Seminar at the University of Rhode Island by way of an interactive Jeopardy game. Players are quizzed on their knowledge of Reading Handbooks, Reading Journals & Reports, Reading Researchers, and Research Methods.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
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like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
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providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
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help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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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
jcoiro@mail.uri.edu
Academic Papers: http://uri.academia.edu/JulieCoiro/Papers
2. Where are we headed?
What is online reading comprehension (from a new
literacies perspective)?
What questions are worth exploring next?
3. 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.
4. 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)
5. 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).
7. 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?
8. 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.
9. 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
10. 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
11. What opportunities do “digitally
literate” learners encounter when they
interact with people and information
online?
14. 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
15. 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
19. What challenges do learners encounter
when they interact with people and
information online?
20. 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)
21. 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)
22. 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)
23. 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)
27. 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)
29. 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)
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 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)
33. Findings from less skilled readers
Less skilled adolescent synthesizers…
Struggle to identify discontinuities or controversies
presented across texts (Britt & Aglinksas, 2002; TICA Project)
37. 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)
38. 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?
39. What about attitudes and
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 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*
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.
44. 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)
45. 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)?
46. 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?
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
Social Practices: Request & give information;
jointly acknowledge, evaluate, & build on
partner’s contributions
Cognitive Strategies: Read, question, monitor, repair,
infer, connect, clarify, and interpret