Reading the Web

Second Edition
Strategies for Internet Inquiry

Elizabeth Dobler and Maya B. Eagleton
Foreword by Donald J. Leu

A Paperback Originale-bookprint + e-book
A Paperback Original
June 1, 2015
ISBN 9781462520879
Price: $37.00 $31.45
295 Pages
Size: 8" x 10½"
order
e-book
June 2, 2015
ePub and PDF ?
Price: $37.00 $31.45
295 Pages
order
print + e-book
A Paperback Original + e-Book (ePub and PDF) ?
Price: $74.00 $40.70
295 Pages
order

Today's students need to know how to locate, comprehend, evaluate, and use online information efficiently and effectively. This widely used teacher guide and course text provides a framework for maximizing students' critical, creative use of the Web in grades 3-8. Research-based strategies for instruction and assessment across the content areas are clearly explained and linked to the Common Core State Standards (CCSS). In a large-size format for easy photocopying, the book is packed with graphics, sidebars, lesson plans, and more than 90 reproducible handouts. Purchasers get access to a Web page where they can download and print the reproducible materials.

New to This Edition

“Finally, the second edition of Reading the Web has arrived! The authors masterfully pair research on online reading comprehension with timely, practical instructional strategies for teachers with varying comfort levels with technology. Their QUEST model and related activities, handouts, and assessment ideas are informed by years of experience supporting learners working through the complexities of Internet inquiry. This book will give you the confidence you need to jump in and get started.”

—Julie Coiro, PhD, School of Education, University of Rhode Island


“The book gave me a much stronger understanding of why Web literacy is so important. It breaks down important Internet inquiry skills necessary for not just students but also educators to be successful in our technologically evolving society. I appreciate the purposeful handouts and graphic organizers and the real-life examples that demonstrate how students can benefit from utilizing Web literacy skills in all curriculum areas. This is an essential how-to guide that is well organized for quick reference.”

—Ryan Wilson, MS, teacher, Shawnee Mission School District, Kansas


“Dobler and Eagleton provide extensive guidance for teaching students to use the Web efficiently and critically—one of the central tasks of education in this century. They offer an accessible framework and actionable strategies that draw on theory and research. Teachers will find tools to address many of the challenges that the Web poses. Administrators and curriculum developers can use the book to help craft a cohesive plan and practices for the development of Web literacy in their schools and districts. Teacher educators can use the text to better prepare teachers for the complex digital world in which we live. Whether you are new to the work of these gifted educators or have long been a fan, Reading the Web, Second Edition, should be on your bookshelf (physical or digital).”

—Nell K. Duke, EdD, School of Education, University of Michigan


“As a teacher educator and researcher interested in the intersections of literacy and technology, I fell in love with this essential resource—particularly with the QUEST model for Internet exploration and learning. In the second edition, the authors have updated and extended their model to keep up with rapidly evolving technology and with the research-based learning theories that undergird robust literacy teaching in diverse classrooms. I appreciate the second edition more than ever, and will use it prominently in my teaching. Classroom teachers will welcome the careful explanations and vivid examples that facilitate implementation with young learners.”

—Dana L. Grisham, PhD, Teacher Education Department (retired), California State University, East Bay


“A terrific resource for teachers who need instructional activities to help students develop 21st-century skills. This book provides the kind of support that teachers are asking for as we work to integrate content and technology in the age of the CCSS.”

—Carla Chavez, instructional literacy coach, Auburn-Washburn Unified School District, Kansas


“From recognized experts in the field, this book is comprehensive, accessible, and masterful. It is written for educators by educators. The book is filled with fresh, research-to-practice ideas and instructional strategies designed to help students grapple with the complexity of Web 3.0. It is a 'must read' for educators who want to ensure that their students have the necessary skills to use the Web to deepen literacy and enhance learning in 21st-century classrooms.”

—Bernadette Dwyer, PhD, Education Department, St. Patrick’s College, Dublin City University, Ireland


“As more students gain access to mobile technologies—along with increased possibilities for collaboration, communication, and information gathering—educators have a responsibility to integrate Web literacy into their current curricula. This book is written with the practitioner in mind, providing a rare glimpse into classrooms where students successfully navigate the Web. Both pre- and inservice teachers will find useful, authentic work samples, practical ideas, and instructional materials for helping their students succeed. I will use this book in both undergraduate and graduate literacy courses.”

—Lotta C. Larson, PhD, College of Education, Kansas State University

Table of Contents

1. Opportunities and Challenges

Oh, What a Tangled Web We Weave

Driving without a License: Gen Zs on the Web

Roadblocks on the Way to the Information Superhighway

Research Is Not a Four-Letter Word

Internet Inquiry: The Sweet Spot

A Web Literacy Curriculum

Summary

2. Learning How to Learn

Learning by Doing: Constructivism

Learning with Others: Socioculturalism

Learning through Symbols: Semiotics

Universal Design for Learning

Elements of Effective Instruction

Outcomes of Effective Instruction

The Educator's Role

Summary

3. Becoming Literate

Literacy Family Tree

Cueing Systems Theory

Transactional Theory

Reading Comprehension Strategies

Foundational Reading Skills

Informational Text

The Reciprocal Nature of Learning

Summary

4. Preparing for the QUEST

The QUEST Model of Internet Inquiry

Technical Preparation

Conceptual Preparation

Assessing Internet Inquiry Strategies

Summary

Handouts

5. Questioning

Why Is Questioning Important?

What Characterizes "Good" Questions?

How Do We Teach Questioning Strategies?

Summary

Handouts

6. Understanding Resources

Why Is It Important to Understand Resources?

When Do We Need to Use Resources?

What Characterizes Effective Use of Resources?

How Do We Teach Strategies for Understanding Resources?

Summary

Handouts

7. Evaluating

Why Is It Important to Evaluate?

When Do We Evaluate?

What Characterizes Evaluation?

How Do We Teach Evaluation Strategies?

Summary

Handouts

8. Synthesizing

Why Is It Important to Synthesize?

When Do We Synthesize?

What Characterizes Synthesis?

How Do We Teach Synthesis Strategies?

Summary

Handouts

9. Transforming

Why Is It Important to Transform Information?

When Do We Transform Information?

What Characterizes Information Transformation?

How Do We Teach Transformation Strategies?

Summary

Handouts

10. Reflecting on the QUEST

Reflecting: What Have I Learned as a Teacher?

What Have My Students Learned?

What Have We Learned as Authors?

Final Thoughts

References

Index


About the Authors

Elizabeth Dobler, PhD, is Professor of Literacy at Emporia State University in Kansas. She teaches undergraduate and graduate courses in information literacy, children's literature, and language arts and also supervises student interns in the Topeka Professional Development School program. A former classroom teacher, Dr. Dobler's research interests include web literacies and reading comprehension.

Maya B. Eagleton, PhD, is Department Chair of the Teacher Education Program at Pima Community College in Arizona. She designs and teaches online and hybrid courses with a focus on elementary and middle school language arts, 21st-century literacies, and exceptional learners. Dr. Eagleton has extensive K-12 classroom experience as a Title I coordinator, reading interventionist, instructional coach, and learning supports coordinator. She has also worked as a research scientist, instructional software designer, and educational consultant.

Audience

Classroom teachers in grades 3–8; staff developers; teacher educators; advanced undergraduates and graduate students.

Course Use

Serves as a text in such courses as Educational Technology and Teaching on the Internet.
Previous editions published by Guilford:

First Edition, © 2007
ISBN: 9781593852177
New to this edition: