Comments for Newer Literacies and Technologies http://edrd8550literacies.edublogs.org Wed, 07 Feb 2007 05:39:06 -0500 http://wordpress.org/?v=2.8.2 hourly 1 Comment on Online Reading Literacies by readingonline http://edrd8550literacies.edublogs.org/2007/01/30/online-reading-literacies/comment-page-1/#comment-9 readingonline Wed, 07 Feb 2007 05:39:06 +0000 http://edrd8550literacies.edublogs.org/2007/01/30/online-reading-literacies/#comment-9 Is literacy the key to more efficient reading online? I am still grappling with this question since I read Coiro and Dobbler's NRC presentation. I know that literacy is not a prerequisite to the development of efficient cognitive skills from research, but Coiro and Dobbler's discussion leaves the reader with that impression, as it did with me. So, I took the initiative and asked the first author about this question. Below her reply: I wrote: Hello Julie, I came away from [your NRC presentation] with a feeling that if less-skilled readers are trained to perform better (i.e., to read as well as skilled readers) they will more likely than not display the efficiency that skilled readers display while reading on the internet. I don’t know if that would be an accurate inference…Thanks for your time and clarification. ******************************************************** HI Omer, Thanks for your question and your interest about our NRC presentation. It’s an interesting question… Yes, I suppose you are right in thinking that “if less-skilled readers are trained to perform better” (i.e., to read as well as skilled readers) they will more likely than not display the efficiency that skilled readers display while reading on the internet. The tricky part is that we are still learning what it is that matters most in terms of what we should be teaching less skilled readers (or any reader for that matter) as they read on the Internet. I work as part of the New LIteracies Research Team at the University of Connecticut and we are spending lots of time in classrooms now (on several federal research grants) trying to get a better handle on just that. My study with Beth was an initial attempt to characterize what “skilled readers” do when they read online, and then in a later study, to see if those skills actually differentiated skilled readers from less skilled readers. Once we realized we were beginning to understand what “reading online” really involves, then we decided to move into trying to turn those “skills and strategies” into instructional strategy lessons and try them out in real classrooms. I have also just about completed my dissertation which is a beginning attempt to quantitatively measure online reading comprehension and examine the variables that predict performance over and above standardized test scores and prior knowledge (with factor analysis and regression analysis). We are realizing that there are MANY variables involved and that as the Internet keeps changing, it’s difficult to keep up. Also, my study with Beth was limited to relatively simple search and locate tasks, whereas we have now learned quite a bit about the critical evaluation strategies required to evaluate relevancy, reliability, accuracy, and bias of information online. There are also issues related to the ability to synthesize information and use a range of communication tools to share that information with someone else. So…it’s not quite as easy as just “training students to do as well as skilled readers”. :-) (I wish it were!) Anyway, I hope I have answered your question. If you’d like more information about some of our recent work, you may be interested in exploring our website at http://www.newliteracies.uconn.edu Sincerely, Julie http://www.newliteracies.uconn.edu http://www.education.uconn.edu/directory/details.cfm?id=289 Is literacy the key to more efficient reading online? I am still grappling with this question since I read Coiro and Dobbler’s NRC presentation. I know that literacy is not a prerequisite to the development of efficient cognitive skills from research, but Coiro and Dobbler’s discussion leaves the reader with that impression, as it did with me. So, I took the initiative and asked the first author about this question. Below her reply:

I wrote:

Hello Julie,
I came away from [your NRC presentation] with a feeling that if
less-skilled readers are trained to perform better
(i.e., to read as well as skilled readers) they will
more likely than not display the efficiency that
skilled readers display while reading on the
internet. I don’t know if that would be an accurate
inference…Thanks for your time and clarification.

********************************************************

HI Omer,
Thanks for your question and your interest about our
NRC presentation. It’s an interesting question…

Yes, I suppose you are right in thinking that “if
less-skilled readers are trained to perform better”
(i.e., to read as well as skilled readers) they will
more likely than not display the efficiency that
skilled readers display while reading on the internet.

The tricky part is that we are still learning what it
is that matters most in terms of what we should be
teaching less skilled readers (or any reader for that
matter) as they read on the Internet. I work as part
of the New LIteracies Research Team at the University
of Connecticut and we are spending lots of time in
classrooms now (on several federal research grants)
trying to get a better handle on just that. My study
with Beth was an initial attempt to characterize what
“skilled readers” do when they read online, and then
in a later study, to see if those skills actually
differentiated skilled readers from less skilled
readers. Once we realized we were beginning to
understand what “reading online” really involves, then
we decided to move into trying to turn those “skills
and strategies” into instructional strategy lessons
and try them out in real classrooms.

I have also just about completed my dissertation which
is a beginning attempt to quantitatively measure
online reading comprehension and examine the variables
that predict performance over and above standardized
test scores and prior knowledge (with factor analysis
and regression analysis).

We are realizing that there are MANY variables
involved and that as the Internet keeps changing, it’s
difficult to keep up. Also, my study with Beth was
limited to relatively simple search and locate tasks,
whereas we have now learned quite a bit about the
critical evaluation strategies required to evaluate
relevancy, reliability, accuracy, and bias of
information online. There are also issues related to
the ability to synthesize information and use a range
of communication tools to share that information with
someone else. So…it’s not quite as easy as just
“training students to do as well as skilled readers”.
:-) (I wish it were!)

Anyway, I hope I have answered your question. If you’d
like more information about some of our recent work,
you may be interested in exploring our website at
http://www.newliteracies.uconn.edu

Sincerely,
Julie

http://www.newliteracies.uconn.edu
http://www.education.uconn.edu/directory/details.cfm?id=289

]]> Comment on Welcome to EDRD 8550! by Taylor the change agent http://edrd8550literacies.edublogs.org/2007/01/09/hello-world/comment-page-1/#comment-8 Taylor the change agent Wed, 31 Jan 2007 00:15:34 +0000 #comment-8 My Thoughts on Reading and Newer Technologies Since my focus and interest within Educational Psychology is reading, I found the article “Investigating how less-skilled and skilled readers use cognitive reading strategies while reading on the internet” very enlightening. Being able to read and interact with text serves as a foundation for just about everything we do in life. Regardless of what type of occupation you have or how old you may be, reading is always going to be a great influence in your life whether realized or not. It honestly did not surprise me that the more skilled readers, within the presented study had more success with reading on the internet than the less skilled readers. There are particular factors which make skilled readers skilled and less skilled readers not so skilled. For instance the ability to manipulate text, utilize comprehension strategies, read fluently, and interact cognitively with text are determinants of reading ability. Regardless of what type of text one encounters, the abilities of a reader will demonstrate how one will interact with the text. Additionally, the fact that the article focused on reading on the Internet proved very enlightening, because many probably do not think that traditional reading strategies are used during interaction with the Internet. However, the Internet is a place where we are constantly making decisions and utilizing various strategies to accomplish our goals. In order to do all of this, we are most definitely using a myriad of strategies that we normally use, just in a different environment. My Thoughts on Reading and Newer Technologies

Since my focus and interest within Educational Psychology is reading, I found the article “Investigating how less-skilled and skilled readers use cognitive reading strategies while reading on the internet” very enlightening. Being able to read and interact with text serves as a foundation for just about everything we do in life. Regardless of what type of occupation you have or how old you may be, reading is always going to be a great influence in your life whether realized or not. It honestly did not surprise me that the more skilled readers, within the presented study had more success with reading on the internet than the less skilled readers. There are particular factors which make skilled readers skilled and less skilled readers not so skilled. For instance the ability to manipulate text, utilize comprehension strategies, read fluently, and interact cognitively with text are determinants of reading ability. Regardless of what type of text one encounters, the abilities of a reader will demonstrate how one will interact with the text.

Additionally, the fact that the article focused on reading on the Internet proved very enlightening, because many probably do not think that traditional reading strategies are used during interaction with the Internet. However, the Internet is a place where we are constantly making decisions and utilizing various strategies to accomplish our goals. In order to do all of this, we are most definitely using a myriad of strategies that we normally use, just in a different environment.

]]> Comment on Online Reading Literacies by Eaoul http://edrd8550literacies.edublogs.org/2007/01/30/online-reading-literacies/comment-page-1/#comment-7 Eaoul Tue, 30 Jan 2007 22:38:33 +0000 http://edrd8550literacies.edublogs.org/2007/01/30/online-reading-literacies/#comment-7 What does it mean to be a critical internet reader? According to me, the main points that emerged from our discussion are: 1- The importance of being skilled readers in internet literacy 2- The importance of knowing the search engines in order to perform better in internet literacy 3- The importance of critical thinking while reading on the internet 4- Knowing how to surf on the net doesn’t necessary mean being a good technological literate Our discussion tackled one of the major claims of the article, that is, learners who are skilled readers perform well when engaged with internet literacy. In other words, the less skilled readers have difficulty to perform well while engaged with internet or technological literacy. But one classmate raised the concern that this claim might not be valid. According to him, there are some less skilled readers who are able to use the net efficiently and effectively. At this point, a clarification became necessary. The point here was that knowing how to surf efficiently on the net is not synonymous of being a good technological literate. This brought about the issue of critical thinking. In fact, from our discussion, it became obvious that on the net, there are large amounts of materials. The good internet literate is the one who applied critical thinking while searching for information. The good internet reader is able to make the right choice in order to get the right information while using the net. This is what we need to teach our students. Be critical thinkers so as to select the right materials while reading on the net. This point overlapped with issue of search engines on the net. The good internet reader knows the right search internets and links to get to the right information, which is not the case of the less skilled readers.So the bottom line is that to be a good internet literate,a learner must be able to use her/his critical tinking skills in order to select the appropriate materials for her/his learning purposes. What does it mean to be a critical internet reader?

According to me, the main points that emerged from our discussion are:
1- The importance of being skilled readers in internet literacy
2- The importance of knowing the search engines in order to perform better in internet literacy
3- The importance of critical thinking while reading on the internet
4- Knowing how to surf on the net doesn’t necessary mean being a good technological literate

Our discussion tackled one of the major claims of the article, that is, learners who are skilled readers perform well when engaged with internet literacy. In other words, the less skilled readers have difficulty to perform well while engaged with internet or technological literacy. But one classmate raised the concern that this claim might not be valid. According to him, there are some less skilled readers who are able to use the net efficiently and effectively. At this point, a clarification became necessary. The point here was that knowing how to surf efficiently on the net is not synonymous of being a good technological literate. This brought about the issue of critical thinking. In fact, from our discussion, it became obvious that on the net, there are large amounts of materials. The good internet literate is the one who applied critical thinking while searching for information. The good internet reader is able to make the right choice in order to get the right information while using the net. This is what we need to teach our students. Be critical thinkers so as to select the right materials while reading on the net. This point overlapped with issue of search engines on the net. The good internet reader knows the right search internets and links to get to the right information, which is not the case of the less skilled readers.So the bottom line is that to be a good internet literate,a learner must be able to use her/his critical tinking skills in order to select the appropriate materials for her/his learning purposes.

]]> Comment on Welcome to EDRD 8550! by Read the Net, read the world http://edrd8550literacies.edublogs.org/2007/01/09/hello-world/comment-page-1/#comment-6 Read the Net, read the world Tue, 30 Jan 2007 22:28:51 +0000 #comment-6 While reading the chapters, I kept thinking about the new form of research discussed by the authors and the need for the researchers to keep up with this change. Research in this new form will maintain most of what the traditional ways of doing research involved and entailed, but it will be more efficient for those who learn the skills and the Netiquette prescribed. I don’t mean to play down the efficiency that the newer technologies are offering and are set to offer, but most of what research was pre-Net is the same with all the affordances that the Net provides; it may however have taken on a new face while being conducted with newer skills. Put differently, doing research is getting a makeover with concomitant procedures & skills entailed in the brave new world. I don’t think I read anything new in the chapters and wondered the audience Anderson & Kanuka were addressing. Did you also get the feeling that they were writing to undergraduates who are just taking research classes or non-traditional graduate students returning to school for various reasons, and therefore, have to do some catchingup with what has transpired in their absence. Most of us by now are quite competent consumers of the Net when it comes to finding sources (on ERIC), using search-engines, or using endnote to streamline references that may reside on the Net. I am more concerned about the veracity of information on the Net than adapting to the demands of this new brave world—given the amazing flexibility we have inherited through evolution. Unless stated so, most of the info on the Net lacks clear authority and any credibility. I don’t think I read anything new in the chapters and wondered the audience Anderson & Kanuka were addressing. Did you also get the feeling that they were writing to undergraduates who are just taking research classes or non-traditional graduate students returning to school for various reasons, and therefore, have to do some catchingup with what has transpired in their absence. Most of us by now are quite competent consumers of the Net when it comes to finding sources (on ERIC), using search-engines, or using endnote to streamline references that may reside on the Net. I am more concerned about the veracity of information on the Net than adapting to the demands of this new brave world—given the amazing flexibility we have inherited through evolution. Unless stated so, most of the info on the Net lacks clear authority and any credibility. While reading the chapters, I kept thinking about the new form of research discussed by the authors and the need for the researchers to keep up with this change. Research in this new form will maintain most of what the traditional ways of doing research involved and entailed, but it will be more efficient for those who learn the skills and the Netiquette prescribed. I don’t mean to play down the efficiency that the newer technologies are offering and are set to offer, but most of what research was pre-Net is the same with all the affordances that the Net provides; it may however have taken on a new face while being conducted with newer skills. Put differently, doing research is getting a makeover with concomitant procedures & skills entailed in the brave new world.

I don’t think I read anything new in the chapters and wondered the audience Anderson & Kanuka were addressing. Did you also get the feeling that they were writing to undergraduates who are just taking research classes or non-traditional graduate students returning to school for various reasons, and therefore, have to do some catchingup with
what has transpired in their absence. Most of us by now are quite competent consumers of the Net when it comes to finding sources (on ERIC), using search-engines, or using endnote to streamline references that may reside on the Net.

I am more concerned about the veracity of information on the Net than adapting to the demands of this new brave world—given the amazing flexibility we have inherited through evolution. Unless stated so, most of the info on the Net lacks clear authority and any credibility.

I don’t think I read anything new in the chapters and wondered the audience Anderson & Kanuka were addressing. Did you also get the feeling that they were writing to undergraduates who are just taking research classes or non-traditional graduate students returning to school for various reasons, and therefore, have to do some catchingup with
what has transpired in their absence. Most of us by now are quite competent consumers of the Net when it comes to finding sources (on ERIC), using search-engines, or using endnote to streamline references that may reside on the Net.

I am more concerned about the veracity of information on the Net than adapting to the demands of this new brave world—given the amazing flexibility we have inherited through evolution. Unless stated so, most of the info on the Net lacks clear authority and any credibility.

]]> Comment on Welcome to EDRD 8550! by techgirl http://edrd8550literacies.edublogs.org/2007/01/09/hello-world/comment-page-1/#comment-4 techgirl Tue, 30 Jan 2007 22:27:32 +0000 #comment-4 When thinking about what’s new for me about e-research, I realized that I hadn’t previously thought enough about researchers with disabilities and their limited access to the internet or other tools. I had thought about poorer students (the digital divide) but not those who may have limited access due to a lack of technological accommodations. I feel that e-research is helpful for me in using ERIC or other sources (wikipedia) in learning about new concepts quickly, particularly from fields related to but outside my own, and being able to visit journals and researchers’ websites. Most journals and publication guidelines have information on the web whether they are mainly print or web-base journals and this is extremely helpful for newer authors. At this stage in my career, I find being connected to online discussion groups valuable as well. However exciting e-research is, I remain concerned about students and professionals knowing to being with a sold research design (Theo’s problem) before moving to online tools. I also think, as an applied linguist, that we still benefit from face-to-face interactions with participants in terms of interpreting paralinguistic features such as facial expressions. Finally, as the authors mentioned, we should remain mindful of plagiarism –whether intentional or accidental. When thinking about what’s new for me about e-research, I realized that I hadn’t previously thought enough about researchers with disabilities and their limited access to the internet or other tools. I had thought about poorer students (the digital divide) but not those who may have limited access due to a lack of technological accommodations.
I feel that e-research is helpful for me in using ERIC or other sources (wikipedia) in learning about new concepts quickly, particularly from fields related to but outside my own, and being able to visit journals and researchers’ websites. Most journals and publication guidelines have information on the web whether they are mainly print or web-base journals and this is extremely helpful for newer authors. At this stage in my career, I find being connected to online discussion groups valuable as well. However exciting e-research is, I remain concerned about students and professionals knowing to being with a sold research design (Theo’s problem) before moving to online tools. I also think, as an applied linguist, that we still benefit from face-to-face interactions with participants in terms of interpreting paralinguistic features such as facial expressions. Finally, as the authors mentioned, we should remain mindful of plagiarism –whether intentional or accidental.

]]> Comment on Online Reading Literacies by RCC http://edrd8550literacies.edublogs.org/2007/01/30/online-reading-literacies/comment-page-1/#comment-3 RCC Tue, 30 Jan 2007 22:26:17 +0000 http://edrd8550literacies.edublogs.org/2007/01/30/online-reading-literacies/#comment-3 The first three chapters of Anderson’s and Kanuka’s (2003) e-Research present information that is very familiar to me. They define quality research as being “focused on solutions to an important problem” (p. 3), systematic, and transparent. This seems like common sense to me. Two interesting topics that are raised involve the necessary skills for e-research, and the ethical, moral, and legal checks that are critical when doing e-research. Research is research, but one must learn certain skills when searching the Net. Without these skills, such as knowing Boolean logic, it is easy to waste time looking for information. I have taken many staff development classes in technology, but none of them taught search skills. I have picked those up on my own. Educators should know these skills and should teach them to their students. The issue of ethics is also important for e-research. With increased access to the Net, students have found it easy to plagiarize and cheat. Many schools are trying to find ways to prevent unethical, immoral, and illegal activities on the Net. Some have even suggested censorship or limiting access. I don’t think that this is the answer. It is difficult to force someone to be ethical or moral. Parents and teachers need to teach young people to have the values that promote these attributes. Anderson and Kanuka state, “…it is up to us, as competent e-researchers and principled human beings, to define and practice ethical behavior…personal integrity…self-regulation…openness…honesty…” (p. 56). The first three chapters of Anderson’s and Kanuka’s (2003) e-Research present information that is very familiar to me. They define quality research as being “focused on solutions to an important problem” (p. 3), systematic, and transparent. This seems like common sense to me. Two interesting topics that are raised involve the necessary skills for e-research, and the ethical, moral, and legal checks that are critical when doing e-research. Research is research, but one must learn certain skills when searching the Net. Without these skills, such as knowing Boolean logic, it is easy to waste time looking for information. I have taken many staff development classes in technology, but none of them taught search skills. I have picked those up on my own. Educators should know these skills and should teach them to their students. The issue of ethics is also important for e-research. With increased access to the Net, students have found it easy to plagiarize and cheat. Many schools are trying to find ways to prevent unethical, immoral, and illegal activities on the Net. Some have even suggested censorship or limiting access. I don’t think that this is the answer. It is difficult to force someone to be ethical or moral. Parents and teachers need to teach young people to have the values that promote these attributes. Anderson and Kanuka state, “…it is up to us, as competent e-researchers and principled human beings, to define and practice ethical behavior…personal integrity…self-regulation…openness…honesty…” (p. 56).

]]> Comment on Online Reading Literacies by Lindsay http://edrd8550literacies.edublogs.org/2007/01/30/online-reading-literacies/comment-page-1/#comment-2 Lindsay Tue, 30 Jan 2007 22:24:38 +0000 http://edrd8550literacies.edublogs.org/2007/01/30/online-reading-literacies/#comment-2 I’m an e-researcher I am an e-researcher? I AM an e-researcher; but where do I begin? During our inaugural class discussion, my mind was swarming with ideas for e-research. Should I focus on children, young children, their navigation through blogs, their ease with which they choose interactive websites,…the list goes on and on. Then I read Anderson and Kanuka’s (2003), e-Research, and my interests started to shift. Clearly, Anderson and Kanuka saw a need to help graduate students (perhaps even students in higher education) become quality e-researchers. Their highlighted problem: we do not know how to conduct quality research. Thus, my interests began to focus on graduate student support, specifically situated in media. I would love to know, as a doctoral student myself, what on-line resources are there to support PhD students through their academic journey? Are their blogs, chat rooms, and list serves which highlight support for doctoral students? If so, how many students use these resources and how can these resources be “advertised” for more students to gain support? Though unrelated to the above, another research interest I am currently pursuing for a pilot study to my dissertation is the impact of preservice teachers’ self-reflections and the role they play in developing the identity of a teacher. I believe it would be interesting to research the on-line opportunities preservice teachers have to reflect on their teaching and share collaboratively with others. Wallis (2006), in her article The Multitasking Generation, writes about the influence “digital juggling” is having on our youth. Everyday these youth are becoming our preservice teachers, and we, as researchers and teacher developers, must support and nurture their “tech-savvy” ways. I’m an e-researcher

I am an e-researcher? I AM an e-researcher; but where do I begin? During our inaugural class discussion, my mind was swarming with ideas for e-research. Should I focus on children, young children, their navigation through blogs, their ease with which they choose interactive websites,…the list goes on and on. Then I read Anderson and Kanuka’s (2003), e-Research, and my interests started to shift.
Clearly, Anderson and Kanuka saw a need to help graduate students (perhaps even students in higher education) become quality e-researchers. Their highlighted problem: we do not know how to conduct quality research. Thus, my interests began to focus on graduate student support, specifically situated in media. I would love to know, as a doctoral student myself, what on-line resources are there to support PhD students through their academic journey? Are their blogs, chat rooms, and list serves which highlight support for doctoral students? If so, how many students use these resources and how can these resources be “advertised” for more students to gain support?
Though unrelated to the above, another research interest I am currently pursuing for a pilot study to my dissertation is the impact of preservice teachers’ self-reflections and the role they play in developing the identity of a teacher. I believe it would be interesting to research the on-line opportunities preservice teachers have to reflect on their teaching and share collaboratively with others. Wallis (2006), in her article The Multitasking Generation, writes about the influence “digital juggling” is having on our youth. Everyday these youth are becoming our preservice teachers, and we, as researchers and teacher developers, must support and nurture their “tech-savvy” ways.

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