High School Readers' Strategy Use, Learning From Multiple Sources, and Critical Questioning in an Internet Reading Task

• In Event: 52.027 - Comprehension of Conflicting Information

Abstract

Internet reading is an important consideration in defining 21st-century literacies. Built upon our previous work, the current study examines how adolescent readers’ reading strategy use is associated with their learning from multiple Internet texts and critical questioning about a controversial topic (i.e., Mountaintop coal mining methods). Thirteen high-school juniors participated in the Internet reading task with a goal of identifying and learning in an open-ended Internet setting. Multiple data sources (e.g., verbal reports, screen recordings, outcome measures) were used for both qualitative and quantitative data analysis. Results contribute to the foundational understanding of the link between reading strategies, learning from multiple sources, and critical questioning in the Internet reading task.

Authors

• Byeong-Young Cho, University of Pittsburgh

• Lindsay Woodward, Drake University

• Wendy Barlow, Iowa State University