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Engaging all students in Internet inquiry
Dwyer, Bernadette
Almost 45 % of the world’s population is online. Research suggests that the prowess attributed to young people as a tech-savvy homogenous population is misguided. Many of our students are laboring to utilize the Internet and other digital technologies as tools for literacy and learning. Furthermore, teachers are struggling to create the instructional contexts necessary to integrate technology into the curriculum in meaningful ways or to develop the skills, strategies, dispositions and social practices that students need to experience success in a complex online environment. The article opens by considering the online reader as an Assembler, Fixer, Builder, and Responder. The key principles and instructional contexts necessary to scaffold online reading comprehension, Internet research and inquiry skills in the areas of creating authentic inquiry-based learning units; digging deeper with questioning skills; assessing online skills; scaffolding key stages within the Internet inquiry cycle; and encouraging peer-to-peer collaboration are considered.
Keyword(s): Education; Teaching; Educational technology; Internet research; *Inquiry-based learning; Students; Internet in education; Digital technology Childhood; Early adolescence and materials; Comprehension; Digital/media literacies; Instructional strategies methods; Motivation/engagement; New literacies; Ongoing assessment; professional development; Self-assessment Strategies; Teacher education; teaching strategies
Publication Date:
Type: Other
Peer-Reviewed: Unknown
Language(s): English
Institution: Dublin City University
Citation(s): Dwyer, Bernadette (2016) Engaging all students in Internet inquiry. The Reading Teacher, 69 (4). pp. 383-389. ISSN 0034-056
Publisher(s): Wiley Publications
File Format(s): application/pdf
Related Link(s):,,
First Indexed: 2017-03-16 05:33:36 Last Updated: 2019-02-09 06:15:33