Reading the Web, First Edition: Strategies for Internet Inquiry (Solving Problems in the Teaching of Literacy) - Softcover
Synopsis
Packed with ideas and instructional activities that cut across all content areas, this engaging book provides a comprehensive framework for promoting vital Web literacy skills in grades 3-8. Teacher-friendly special features include helpful graphics, sidebars, practical tips, and nearly 100 reproducibles. Using a research-based, classroom-tested model of Internet inquiry, the authors explain the "whats," "whys," and "how-tos" of helping diverse learners:
*Locate useful information sources on the Web
*Navigate the contents of a website
*Critically evaluate what they read online
*Synthesize the results of an Internet inquiry
*Express new knowledge in their own words
*Locate useful information sources on the Web
*Navigate the contents of a website
*Critically evaluate what they read online
*Synthesize the results of an Internet inquiry
*Express new knowledge in their own words
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About the Author
Maya B. Eagleton, PhD, is an Adjunct Assistant Professor in Language, Reading and Culture at The University of Arizona. She teaches courses in traditional literacies, digital literacies, and qualitative research methods. She also consults for CAST, Inc. (Center for Applied Special Technology), where she researches and designs literacy software prototypes for students with learning disabilities. Dr. Eagleton has extensive K-12 classroom experience as a Title I coordinator and a Reading Recovery teacher.
Elizabeth Dobler, PhD, was a classroom teacher for 13 years before assuming her current position as an Assistant Professor of Reading and Language Arts at Emporia State University. In this capacity, she teaches preservice and experienced teachers in both face-to-face and online formats. Dr. Dobler has been a primary researcher for studies involving Internet reading, in which she has worked closely with classroom teachers, library media specialists, and instructional technology specialists.
Elizabeth Dobler, PhD, was a classroom teacher for 13 years before assuming her current position as an Assistant Professor of Reading and Language Arts at Emporia State University. In this capacity, she teaches preservice and experienced teachers in both face-to-face and online formats. Dr. Dobler has been a primary researcher for studies involving Internet reading, in which she has worked closely with classroom teachers, library media specialists, and instructional technology specialists.
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