This link has been bookmarked by 7 people . It was first bookmarked on 29 Oct 2008, by April Hilland.
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02 Nov 11
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02 Mar 10
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observing
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When observing students interacting with text resulting from an Internet search, Sutherland-Smith (2002) reported that they "perceive Web text reading as different from print text reading" (p. 664). Within Internet environments, many readers are easily frustrated when not instantly gratified in their rapid search for immediate answers and may adopt a "snatch and grab philosophy...not apparent in print text environments" (p. 664). Similarly, Eagleton (2001) observed middle school students with little experience with Internet inquiry often making "hasty, random choices with little thought and evaluation"
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When observing students interacting with text resulting from an Internet search, Sutherland-Smith (2002) reported that they "perceive Web text reading as different from print text reading" (p. 664). Within Internet environments, many readers are easily frustrated when not instantly gratified in their rapid search for immediate answers and may adopt a "snatch and grab philosophy...not apparent in print text environments" (p. 664). Similarly, Eagleton (2001) observed middle school students with little experience with Internet inquiry often making "hasty, random choices with little thought and evaluation"
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25 Jan 09
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13 Jan 09
Linda Wilsonhow does reading on the Internet compare to traditional reading? What new skills must students have in the Internet age?
article digital_literacy reading writing supported_text collaboration
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Nonlinear hypertext.
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Multiple-media texts.
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Interactive texts.
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With traditional texts, prereading thought processes focus on questions such as the following: What will happen next? What do I know about this topic? What is the author's purpose? What do I expect to learn from this text?
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new comprehension processes are required for these electronic text environments
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Within interactive Web-based environments, however, proficient readers also need to plan answers to questions like these: How should I navigate this information? How can I expect to interact with this environment? What is my role or task in this activity? How can I add to this body of knowledge?
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Broadened Understandings of the Social Context
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29 Oct 08
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"Today, the definition of literacy has expanded from traditional notions of reading and writing to include the ability to learn, comprehend, and interact with technology in a meaningful way"
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The authors of this report defined reading comprehension as "the process of simultaneously extracting and constructing meaning through interaction and involvement with written language"
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Nonlinear hypertext
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Most notable are the hyperlinks embedded within short passages
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Multiple-media texts. Traditional text forms typically include a combination of two types of media: print and two-dimensional graphics.
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Interactive texts. In addition to the hypertext and hypermedia features, Web-based text environments are, by their very nature, interactive. Readers are invited to coauthor online
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Pianfetti, E.S. (2001). Teachers and technology: Digital literacy through professional development. Language Arts, 78, 255–262.
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16 Dec 07
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