Online reading comprehension: challenges and opportunities

Julie Coiro

doi:10.17851/1983-3652.7.2.30-43

Autores

Julie Coiro University of Rhode Island

DOI:

https://doi.org/10.17851/1983-3652.7.2.30-43

Palavras-chave:

online reading comprehension, online inquiry, digital literacy, reading on the Internet, online readers.

Resumo

ABSTRACT: This paper details a number of challenges and opportunities for today’s learners when reading for information on the Internet. After defining online reading comprehension from a new literacies perspective and how it appears to be different than offline reading comprehension, I highlight details about four of the biggest challenges for today’s learners. These include 1) understanding and becoming proficient with the new literacy skills and practices needed for online research; 2) developing a special kind of digital wisdom that focuses on learning how to learn with the Internet; 3) taking on new roles in a digital culture that expects learners to actively participate and contribute with new knowledge as a member of their community; and 4) developing positive attitudes toward using the Internet for academic work. The second part of the paper shares examples of how skilled online readers can use the steps of online inquiry to think more deeply about topics that interest them; develop a personal voice as they share ideas with others; and work collaboratively to build meaning and new digital products that enable them to make a difference in their world, or matter. You can explore the research and resources from this presentation in more depth at <http://coiroevidosol.wikispaces.com/>.

KEYWORDS: online reading comprehension; online inquiry; digital literacy; reading on the Internet; online readers.

RESUMO:Este artigo detalha alguns desafios e oportunidades para o aprendiz contemporâneo, quando ele lê para obter informações na Internet. Depois de definir a compreensão da leitura online pela perspectiva dos novos letramentos e de mostrar como ela parece se diferir da leitura do impresso, eu destaco detalhes a respeito de quatro dos maiores desafios para os aprendizes na atualidade. Eles incluem: 1) compreender e se tornar proficiente nas habilidades dos novos letramentos e nas práticas necessárias para a pesquisa na Internet; 2) desenvolver um tipo especial de conhecimento digital que focaliza o aprender a aprender com a Internet; 3) a assumir novos papéis na cultura digital que espera que alunos, como membros de uma comunidade, participem ativamente e contribuam com ela trazendo novos conhecimentos; e 4) o desenvolvimento de atitudes positivas em relação ao uso da Internet para o trabalho acadêmico. Na segunda parte do artigo compartilho exemplos de como leitores de Internet habilidosos podem usar as etapas da pesquisa online para pensar mais profundamente sobre temas que interessam a eles; como podem desenvolver sua própria voz quando eles trocam idéias com outras pessoas; e de como eles podem trabalhar de forma colaborativa para construir sentidos e produtos digitais que lhes permitam fazer a diferença em seu mundo, ou naquele assunto. Você pode explorar a pesquisa e os recursos usados nesta apresentação de forma mais aprofundada no <http://coiroevidosol.wikispaces.com/>.

PALAVRAS-CHAVE: compreensão da leitura on-line; pesquisa on-line; letramento digital; leitura na Internet; leitores online.

Biografia do Autor

Julie Coiro, University of Rhode Island

PhD Educational Psychology, University of Connecticut. M. Ed. Curriculum & Instruction, University of New Orleans. B. S. Special Education PreK-12, University of Connecticut. Professora Assistente na University of Rhode Island.

Referências

BARZILAI, S., & ZOHAR, A. Epistemic thinking in action: Evaluating and integrating online sources. Cognition and Instruction, 30 (1), 2012, p. 39–85.

BENNETT, S.; MATON, K.; KERVIN, L. The digital natives debate: A critical review of the evidence. British Journal of Educational Technology, 39 (5), 2008, p. 775-786. COIRO, J. Exploring changes to reading comprehension on the Internet. Unpublished doctoral dissertation, University of Connecticut. Storrs, CT, 2007.

COIRO, J. Promising practices for supporting adolescents’ online literacy development. In: WOOD, K. D.; BLANTON, W. E. (Eds.). Literacy instruction for adolescents: Researchbased practice. New York, NY: Guilford Press, 2009, p. 442-471.

COIRO, J. Predicting reading comprehension on the Internet: Contributions of offline reading skills, online reading skills, and prior knowledge. Journal of Literacy Research, 43(4), 2011, p. 352-392.

COIRO, J. Digital Literacies: Understanding dispositions toward reading on the Internet. Journal of Adolescent and Adult Literacy, April, 55(7), 2012, p. 645-648.

COIRO, J.; COSCARELLI, C. Investigating criteria seventh-graders use to evaluate the quality of online information. Symposium presented at the 63rd annual meeting of the Literacy Research Association, Dallas, TX, December, 2013.

FABOS, B. The price of information: Critical literacy education and today’s Internet. In: COIRO, J.; KNOBEL, M.; LANKSHEAR, C.; LEU, D. (Eds.). Handbook of research on new literacies. New York: Lawrence Erlbaum, 2008, p. 839-870.

FLANAGIN, A.J.; METZGER, M. Digital Media and Youth: Unparalleled Opportunity and Unprecedented Responsibility. In: METZGER, M.J.; FLANAGIN, A. J. (Eds.) Digital Media, Youth, and Credibility: The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press, 2008, p. 5–28.

HARTMAN, D. K.; MORSINK, P. M.; ZHENG, J. From print to pixels: The evolution of cognitive conceptions of reading comprehension. In: BAKER, E. A. (Ed.). The new literacies: Multiple perspectives on research and practice. New York, NY: Guilford Press, 2010, p. 131-164.

HENRY, L. A. SEARCHing for an Answer: The Critical Role of New Literacies While Reading on the Internet. The Reading Teacher, 59(7), 2006, 614–627.

JENKINS, H. Confronting the challenges of participatory culture: Media Education for the 21st Century. McArthur Foundation, 2008.

LEU, D. J, CASTEK, J., HARTMAN, D., COIRO, J., HENRY, L., KULIKOWICH, J., LYVER, S. (2005). Evaluating the development of scientific knowledge and new forms of reading comprehension during online learning. Final report presented to the North Central Regional Educational Laboratory/Learning Point Associates. Available online at http://www.newliteracies.uconn.edu/ncrel.html.

LEU, D. J. JR.; KINZER, C. K.; COIRO, J.; CASTEK, J.; HENRY, L. A. New literacies: A dual-level theory of the changing nature of literacy, instruction, and assessment. In: RUDDELL, R. B.; ALVERMANN, D. (Eds.). Theoretical Models and Processes of Reading, Sixth Edition, Newark, DE: International Reading Association, 2013. McKenzie, J. Learning to question to wonder to learn. Bellingham, WA: FNO Press, 2005.

MILLER, C.; BARTLETT, J. 'Digital fluency': Toward young people’s critical use of the Internet. Journal of Information Literacy, 6(2), 2012, p. 35-55.

PRENSKY, M. Digital natives, digital immigrants. On the Horizon: MCB University Press. 9(5). 2001, p. 1-6.

PRENSKY, M. Brain gain: Technology and the quest for digital wisdom. New York, NY: Palgrave McMillan, 2012.

ROTHSTEIN D.; SANTANA. L. Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press, 2011.

ROUET, J.-F. The skills of document use: From text comprehension to web-based learning. Mahwah, NJ: Lawrence Erlbaum Associates, 2006.

WALRAVEN, A.; BRAND-GRUWEL, S.; BOSHUIZEN, H. P. How students evaluate information and sources when searching the World Wide Web for information. Computers & Education, 52(1), 2009, p. 234–246.