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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Vydáno v:	Reading research quarterly Ročník 51; číslo 4; s. 435 - 454
Hlavní autoři:	Hutchison, Amy C., Woodward, Lindsay, Colwell, Jamie
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Newark Blackwell Publishing Ltd 01.10.2016 Wiley Subscription Services, Inc Wiley-Blackwell
Témata:	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
On-line přístup:	Získat plný text
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Popis
Shrnutí:	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.
Bibliografie:	ark:/67375/WNG-H2Q2C32P-X istex:13FE49E7D8EE89AE040ACDEFF63B8AEBC9B48FD6 Appendix: Survey Items Assessing Students' Digital Skills ArticleID:RRQ146 ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	0034-0553 1936-2722
DOI:	10.1002/rrq.146