Will Richardson's personal annotations on this page
Researchers find that reading for understanding online requires the same skills as offline reading, including using prior knowledge and making predictions, plus a set of additional critical-thinking skills that reflect the open-ended, continually changing online context. For example, online readers play a more active role, selecting links rather than turning pages, and they often must interpret visual images to make sense of what they are reading (Coiro & Dobler, 2007). The RAND Reading Study Group (2002), citing several studies, suggests that students who are proficient online readers are not necessarily proficient offline readers and vice versa.
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Survey results confirm that students are increasingly online both in school and at home. Four years ago, 87 percent of U.S. students ages 12–17 reported using the Internet (Hitlin & Rainie, 2005); and almost half of students ages 8–18 reported going online in a typical day (Roberts, Foehr, & Rideout, 2005). In a 2005 survey of 7th graders in urban Connecticut middle schools and rural South Carolina schools, roughly one-third of the students reported that they were required to use the Internet for a school assignment at least once a week (Internet Reading Research Group & New Literacies Research Team, 2006). In the years since these surveys, use has undoubtedly continued to grow.
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Researchers find that reading for understanding online requires the same skills as offline reading, including using prior knowledge and making predictions, plus
a set of additional critical-thinking skills that reflect the open-ended, continually changing online context. For example, online readers play a more active role, selecting links rather than turning pages, and they often must interpret visual images to make sense of what they are reading (Coiro & Dobler, 2007). The RAND Reading Study Group (2002), citing several studies, suggests that students who are proficient online readers are not necessarily proficient offline readers and vice versa.
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Linda Dierksthe importanance and lack of media literacy skills
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Will Richardson
Researchers find that reading for understanding online requires the same skills as offline reading, including using prior knowledge and making predictions, plus a set of additional critical-thinking skills that reflect the open-ended, continually changing online context. For example, online readers play a more active role, selecting links rather than turning pages, and they often must interpret visual images to make sense of what they are reading (Coiro & Dobler, 2007). The RAND Reading Study Group (2002), citing several studies, suggests that students who are proficient online readers are not necessarily proficient offline readers and vice versa.
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Survey results confirm that students are increasingly online both in school and at home. Four years ago, 87 percent of U.S. students ages 12–17 reported using the Internet (Hitlin & Rainie, 2005); and almost half of students ages 8–18 reported going online in a typical day (Roberts, Foehr, & Rideout, 2005). In a 2005 survey of 7th graders in urban Connecticut middle schools and rural South Carolina schools, roughly one-third of the students reported that they were required to use the Internet for a school assignment at least once a week (Internet Reading Research Group & New Literacies Research Team, 2006). In the years since these surveys, use has undoubtedly continued to grow.
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Researchers find that reading for understanding online requires the same skills as offline reading, including using prior knowledge and making predictions, plus
a set of additional critical-thinking skills that reflect the open-ended, continually changing online context. For example, online readers play a more active role, selecting links rather than turning pages, and they often must interpret visual images to make sense of what they are reading (Coiro & Dobler, 2007). The RAND Reading Study Group (2002), citing several studies, suggests that students who are proficient online readers are not necessarily proficient offline readers and vice versa.
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What Research Says About … / Teaching Media Literacy
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The current research does, however, provide ample evidence of the growing need
for media literacy instruction that targets the added cognitive demands posed by
the Internet. - 4 more annotations...
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