What Are Preadolescent Readers Doing Online? An Examination of Upper Elementary Students' Reading, Writing, and Communication in Digital Spaces

The online reading, writing, and communication practices of students have been of significant interest to literacy researchers and teachers throughout the last several years, as insights into what students are currently doing in and outside of school can inform what they can be expected to know and...

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Published in:	Reading research quarterly Vol. 51; no. 4; pp. 435 - 454
Main Authors:	Hutchison, Amy C., Woodward, Lindsay, Colwell, Jamie
Format:	Journal Article
Language:	English
Published:	Newark Blackwell Publishing Ltd 01.10.2016 Wiley Subscription Services, Inc Wiley-Blackwell
Subjects:	Academic achievement Adolescents and materials Classroom communication Communication Comparative Analysis Digital/media literacies Early adolescence Electronic Publishing Elementary School Students etc. Gender Differences Grade 4 Grade 5 Information and communication technologies Instructional technology Internet Literacy Literacy Education methods Multimedia Materials music New literacies Older children Online Searching Perceptions Preadolescents Reading Reading Instruction Reading research Research methodology Scholarship Schools Scores Skill Development Skills Social media Specific media (hypertext Specific media (hypertext, Internet, film, music, etc.) Strategies Strategies, methods, and materials Student Attitudes Student Surveys Students Survey Teachers Technology Womens education Writing
ISSN:	0034-0553, 1936-2722
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Abstract	The online reading, writing, and communication practices of students have been of significant interest to literacy researchers and teachers throughout the last several years, as insights into what students are currently doing in and outside of school can inform what they can be expected to know and be able to do in digital environments. Yet, little is known about the online activities, perceptions, preferences, and skills of preadolescent students. The present study reports the performance of 1,262 fourth and fifth graders on the Survey of Internet Use and Online Reading. Results were analyzed to determine whether there are gender differences in preadolescent students' Internet activities, perceptions, preferences, and skills. Findings from descriptive and comparative analyses of students' responses indicate that (a) préadolescent students in this study are moderately skilled at online search, evaluation, and communication tasks, with females scoring significantly higher on digital tasks than males; (b) preadolescent students engage in many digital tasks more frequently in school than outside of school; (c) despite reporting a preference for using the Internet, préadolescent students believe that it is more difficult to use it than to read a book, and believe that they would learn more from a book than from the Internet; and (d) there is a significant gender difference in students' skills and confidence related to digital tasks, and students' perceptions of their own skills may not align with their achievement on digital skills-based tasks.
AbstractList	The online reading, writing, and communication practices of students have been of significant interest to literacy researchers and teachers throughout the last several years, as insights into what students are currently doing in and outside of school can inform what they can be expected to know and be able to do in digital environments. Yet, little is known about the online activities, perceptions, preferences, and skills of preadolescent students. The present study reports the performance of 1,262 fourth and fifth graders on the Survey of Internet Use and Online Reading. Results were analyzed to determine whether there are gender differences in preadolescent students' Internet activities, perceptions, preferences, and skills. Findings from descriptive and comparative analyses of students' responses indicate that (a) preadolescent students in this study are moderately skilled at online search, evaluation, and communication tasks, with females scoring significantly higher on digital tasks than males; (b) preadolescent students engage in many digital tasks more frequently in school than outside of school; (c) despite reporting a preference for using the Internet, preadolescent students believe that it is more difficult to use it than to read a book, and believe that they would learn more from a book than from the Internet; and (d) there is a significant gender difference in students' skills and confidence related to digital tasks, and students' perceptions of their own skills may not align with their achievement on digital skills-based tasks. The online reading, writing, and communication practices of students have been of significant interest to literacy researchers and teachers throughout the last several years, as insights into what students are currently doing in and outside of school can inform what they can be expected to know and be able to do in digital environments. Yet, little is known about the online activities, perceptions, preferences, and skills of preadolescent students. The present study reports the performance of 1,262 fourth and fifth graders on the Survey of Internet Use and Online Reading. Results were analyzed to determine whether there are gender differences in preadolescent students' Internet activities, perceptions, preferences, and skills. Findings from descriptive and comparative analyses of students' responses indicate that (a) préadolescent students in this study are moderately skilled at online search, evaluation, and communication tasks, with females scoring significantly higher on digital tasks than males; (b) preadolescent students engage in many digital tasks more frequently in school than outside of school; (c) despite reporting a preference for using the Internet, préadolescent students believe that it is more difficult to use it than to read a book, and believe that they would learn more from a book than from the Internet; and (d) there is a significant gender difference in students' skills and confidence related to digital tasks, and students' perceptions of their own skills may not align with their achievement on digital skills-based tasks. The online reading, writing, and communication practices of students have been of significant interest to literacy researchers and teachers throughout the last several years, as insights into what students are currently doing in and outside of school can inform what they can be expected to know and be able to do in digital environments. Yet, little is known about the online activities, perceptions, preferences, and skills of preadolescent students. The present study reports the performance of 1,262 fourth and fifth graders on the Survey of Internet Use and Online Reading. Results were analyzed to determine whether there are gender differences in preadolescent students' Internet activities, perceptions, preferences, and skills. Findings from descriptive and comparative analyses of students' responses indicate that (a) preadolescent students in this study are moderately skilled at online search, evaluation, and communication tasks, with females scoring significantly higher on digital tasks than males; (b) preadolescent students engage in many digital tasks more frequently in school than outside of school; (c) despite reporting a preference for using the Internet, preadolescent students believe that it is more difficult to use it than to read a book, and believe that they would learn more from a book than from the Internet; and (d) there is a significant gender difference in students' skills and confidence related to digital tasks, and students' perceptions of their own skills may not align with their achievement on digital skills--based tasks. The online reading, writing, and communication practices of students have been of significant interest to literacy researchers and teachers throughout the last several years, as insights into what students are currently doing in and outside of school can inform what they can be expected to know and be able to do in digital environments. Yet, little is known about the online activities, perceptions, preferences, and skills of preadolescent students. The present study reports the performance of 1,262 fourth and fifth graders on the Survey of Internet Use and Online Reading. Results were analyzed to determine whether there are gender differences in preadolescent students’ Internet activities, perceptions, preferences, and skills. Findings from descriptive and comparative analyses of students’ responses indicate that (a) preadolescent students in this study are moderately skilled at online search, evaluation, and communication tasks, with females scoring significantly higher on digital tasks than males; (b) preadolescent students engage in many digital tasks more frequently in school than outside of school; (c) despite reporting a preference for using the Internet, preadolescent students believe that it is more difficult to use it than to read a book, and believe that they would learn more from a book than from the Internet; and (d) there is a significant gender difference in students’ skills and confidence related to digital tasks, and students’ perceptions of their own skills may not align with their achievement on digital skills–based tasks. Chinese 读写文化研究人员和教师在过去几年中,对学生的在线阅读、写作和交流的实作,一直都有很大的兴趣,因为知道学生目前在学校内外正在做些什么,是有助于了解他们在数字环境中所预期要知道的和能够做得到的。然而,鲜为人知的是青春期前学生的在线活动、看法、偏好和技能。本研究报告1,262名小学四年级和五年级学生在《互联网使用和在线阅读调查》中的成绩表现。调查结果经分析以确定青春期前学生的互联网活动、看法、偏好和技能是否存在性别差异。学生反应的描述和比较分析结果显示:(a)参与本研究的青春期前学生,是有适度的技能去完成在线搜索、评估和通信的任务,而女生的数字任务得分明显高于男生;(b)青春期前学生在校内比在校外更频繁地投入数字任务;(c)青春期前学生尽管报告对于使用互联网有偏好,但他们相信使用互联网比读一本书更难,并且相信他们从阅读一本书所能学得到的比从互联网所能学得到的会更多;(d)与数字任务相关的学生技能和信心有显著的性别差异,而学生对自己的技能的看法与他们在数字技能任务中所得到的成果,可能会是不相符的。 Spanish Las prácticas de estudiantes de leer, escribir y comunicación en línea han suscitado gran interés en los investigadores y maestros de alfabetización en los últimos años a medida que las nuevas percepciones que han surgido de lo que los estudiantes hacen dentro y fuera de la escuela iluminan lo que se puede esperar que los estudiantes sepan y puedan hacer en el medio ambiente digital. Sin embargo, se sabe poco de las actividades, percepciones, preferencias y habilidades digitales de los estudiantes preadolescentes. Este estudio presenta el desempeño de 1,262 estudiantes de cuarto y quinto grados en la Encuesta del Uso del Internet y la Lectura en Línea (Survey of Internet Use and Online Reading). Se analizaron los resultados para determinar si había diferencia de género en las actividades en línea, las percepciones, las preferencias y las habilidades de los estudiantes preadolescentes. Las conclusiones de los análisis descriptivos y comparativos de las repuestas de los estudiantes indican que (a) los estudiantes preadolescentes en este estudio muestran destrezas moderadas en cuanto a la búsqueda en línea, la evaluación y tareas de comunicación, y que las hembras obtuvieron calificaciones mucho mejores que los varones; (b) los estudiantes preadolescentes participan en muchas tareas digitales más frecuentemente en la escuela que fuera de la escuela; (c) a pesar de decir que prefieren usar el Internet, los estudiantes preadolescentes creen que es más difícil usarlo que leer un libro y creen que aprenderían más de un libro que del Internet; y (d) hay una diferencia de género importante en las destrezas de los estudiantes y en su confianza en cuanto a las tareas digitales, y sus percepciones de sus propias destrezas no necesariamente concuerdan con su realización de tareas basadas en destrezas digitales. Arabic إن قراءة الطلاب على الإنترنت، وكتابتهم، وطرق اتصالاتهم ذات اهتمام كبيرا لباحثين محو الأمية والمعلمين على مضى السنوات القليلة الماضية، لأنها تسلط الضوء على ما يقوم به الطلاب حاليا في المدارس وخارجها ويمكن تقيم ما يمكن أن يتوقع منهم أن يعرفوه وما هي قادراتهم في البيئات الرقمية. ومع ذلك لا يُعْرَف إلا القليل عن الطلاب قبل سن المراهقة بشئن أنشطتهم على الانترنت وتصوراتهم، ومهاراتهم وأولوياتهم. وتشير الدراسة الحالية على أداء 1262 طلاب في الصف الرابع والخامس من خلال مسح لاستخدام الإنترنت وقراءة الصفحات الأليكترونية. وقد تم تحليل النتائج لتحديد ما إذا كانت هناك اختلافات بين الجنسين في طلاب قبل سن المراهقة بشئن أنشطتهم على الانترنت وتصوراتهم، ومهاراتهم وأولوياتهم. وتشير النتائج من التحاليل الوصفية والمقارنة لأجوبت الطلاب أن (أ) طلاب قبل سن المراهقة في هذه الدراسة قدراتهم معتدلة في مهام البحث والتقييم، والاتصالات عبر الإنترنت، وكانت قدرات والإناث أعلى بكثير في المهام الرقمية من الذكور، (ب) طلاب قبل سن المراهقة ينخرطون في العديد من المهام الرقمية وأكثر تواترا في المدرسة منه من خارج المدرسة.، (ج) وعلى الرغم من التقاريرالتي تشير أنهم يفضلون استخدام الإنترنت، يعتقد طلاب قبل سن المراهقة أن اصعب استخدامها من قراءة الكتب، ويعتقدون أنهم سيتعلمون أكثر من الكتب منه من الإنترنت. (د) هناك فرق كبير بين الجنسين في المهارات والثقة المتعلقة بالمهام الرقمية، وتصورات الطلاب لمهاراتهم الشخصية قد لا تتماشى هذه التصورات مع ما يمكنهم تحقيقه من المهام التي لها علاقة بالمهارات الرقمية. Russian Последние несколько лет значительный интерес среди исследователей грамотности и учителей вызывают различные онлайн‐практики подростков: чтение, письмо и общение. Проникнуть в суть их нынешних онлайн действий в стенах школы и за ее пределами позволяет дать определенные предсказания на будущее, поскольку жить этому поколению предстоит в “цифровом” окружении. Однако об онлайн‐практиках, восприятии, предпочтениях и навыках более младших детей известно очень мало. В рамках “Обзора использования интернета и чтения онлайн” были протестированы 1262 ученика четвертых и пятых классов. Исследователи проанализировали результаты на предмет гендерных различий в интернет‐действиях предподростков, в их восприятии, предпочтениях и навыках. Результаты описательного и сравнительного анализа ответов показывают, что (а) дети предподросткового возраста, участвовавшие в исследовании, умеренно квалифицированы в онлайн поиске, оценивании источников и решении коммуникационных задачах, причем девочки значительно превосходят мальчиков по результатам; (б) предподростки значительно чаще проявляют онлайн активность в школе, чем за ее пределами; (в) на словах эти дети утверждают, что предпочитают использовать интернет, но на деле им проще прочитать книгу, и они полагают, что из книги они почерпнут больше, чем из сети; и (г) среди школьников этого возраста отмечены существенные гендерные различия в навыках и уверенности в себе при выполнении цифровых задач; зачастую дети воспринимают собственные навыки не адекватно своим реальным достижениям в выполнении подобных задач. French La lecture, l’écriture et les pratiques de communication des élèves intéressent beaucoup les chercheurs en littératie et les enseignants ces dernières années, si bien qu'avoir une idée de ce que les élèves font dans l’école et au dehors permettrait de savoir ce que l'on peut supposer qu'ils connaissent et sont capables de faire dans un environnement numérique. On sait néanmoins peu de choses sur les activités en ligne, les représentations, les préférences, et les compétences des préadolescents. Les résultats présentés ici concernent les résultats de 1,262 élèves de 4e et 5e année d’école à l'enquête sur l'Utilisation d'Internet et la Lecture en ligne. Nous avons analysé les résultats afin de déterminer s'il existe des différences de genre dans les activités sur Internet des préadolescents, leurs représentations, leurs préférences et leurs compétences. Les résultats des analyses descriptives et comparatives des réponses des élèves indiquent que (a) les préadolescents de cette recherche ont des compétences limitées en matière de recherche en ligne, d’évaluation, et de communication, et que les filles réussissent significativement mieux que les garçons dans les tâches numériques; (b) les élèves effectuent plus de tâches numériques à l’école que hors de celle‐ci; (c) bien qu'ils préfèrent utiliser Internet, les préadolescents pensent qu'il est plus difficile de s'en servir pour lire un livre, et considèrent qu'ils apprennent mieux avec un livre qu'avec Internet; et (d) il y a une différence significative en fonction du genre dans les compétences des élèves et leur confiance dans les tâches sur ordinateur, et les représentations qu'ils ont de leurs propres compétences peuvent ne pas correspondre avec leur réussite dans des tâches effectuées sur un support numérique.
Audience	Intermediate Grades Grade 4 Grade 5 Middle Schools Elementary Education
Author	Woodward, Lindsay Hutchison, Amy C. Colwell, Jamie
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SubjectTerms	Academic achievement Adolescents and materials Classroom communication Communication Comparative Analysis Digital/media literacies Early adolescence Electronic Publishing Elementary School Students etc. Gender Differences Grade 4 Grade 5 Information and communication technologies Instructional technology Internet Literacy Literacy Education methods Multimedia Materials music New literacies Older children Online Searching Perceptions Preadolescents Reading Reading Instruction Reading research Research methodology Scholarship Schools Scores Skill Development Skills Social media Specific media (hypertext Specific media (hypertext, Internet, film, music, etc.) Strategies Strategies, methods, and materials Student Attitudes Student Surveys Students Survey Teachers Technology Womens education Writing
Title	What Are Preadolescent Readers Doing Online? An Examination of Upper Elementary Students' Reading, Writing, and Communication in Digital Spaces
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