Narst_How students read on the web
Published on: Mar 3, 2016
Transcripts - Narst_How students read on the web
How do middle school
students read science on the
Wide use of online resources in schools
Teachers: 62.3% of teachers often used Web resources in their
lesson planning or classroom instruction. (EDC, 2005)
Students: 67% of students in grades 7-12 will do an Internet
search for their schoolwork. (NetDay, 2004)
Having a learning
Busy but not
on the Web
Software design: IdeaKeeper project
Java-based scaffolded software
Support middle school students in the full
range of online inquiry activities
Screenshot of IdeaKeeper -- Search
Notepad in “Skim”, “Read” and “Summarize” view
How do middle school students read
information on the Web, and how does the
scaffolding mediate students’ online
In a public middle school, a 9-week writer’s workshop
4.5 weeks for creative writing;
Another 4.5 weeks for scientific writing, which the study focused
Questions students explored:
How does the acid rain affect the quality of our water?
Why are countries allowed to dump raw sewage in the ocean?
Why are water-borne diseases more prone to some places than
Can we filter our own waste into usable drinking water?
8 pairs from two 6th
4 pairs from one class, online inquiry supported by
4 pairs from another class, regular online inquiry
without IdeaKeeper support
Video recording: 4*9 + 4*11= 80 videos
System log files: 36 log files (IK students only)
Students’ artifacts: for 16 students
Classroom observational notes: for 20 class
Viewed and transcribed all of the videos
Developed analytic memos
Coded into online inquiry events
Search, skim, read, browse, monitor, off-line
task, off-task behavior, and teacher’s talk
Identified relevant occurrences and
illustrating episodes for emerged findings
Regular online reading Guided online reading
Unguided online browsing is cursory
Use of IdeaKeeper slows students down in
Figure: Average time on skimming and reading per
site by two groups
Average time on skimming per site Average time on reading per site
IK group No IK group
In general, higher achievement students
read more thoroughly than lower
achievement students in both groups.
Use of IdeaKeeper notepad affects the
way that students approach text. Their
reading is often triggered by the prompts
of IdeaKeeper Notepad.
Table: Level of fragmented reading for each dyad
Website read by Dyad 7,
Website read by Dyad 1, IdeaKeeper group
Unguided online reading tends to be
opportunistic. Their attention drifts among
different elements of a website.
IdeaKeeper students’ reading is guided by
the prompts in notepad, which make their
reading much less opportunistic.
Figure: Dyad 5’s attention flow in a site, Zeroing in on Ocean Dead Zones
Figure: Dyad 2’s attention flow in site, drinking water: hard water.
Online reading needs guidance.
Prompting is one of the strategies to guide
students’ reading on the Web.
Prompts guided online reading is more
Future research direction
Support teachers’ work in online inquiry
Explore other strategies to promote critical
thinking and deep learning on the Web
e.g., teacher modeling reading and note