M. Eagleton & E. Dobler (2007). Reading the Web: Strategies for Internet Inquiry.

M. Eagleton & E. Dobler (2007). Reading the Web: Strategies for Internet Inquiry. M. Eagleton & E. Dobler (2007). Reading the Web: Strategies forInternet Inquiry. New York New York, state, United StatesNew York,Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of & London: The Guilford Press. This book, aimed at teachers of Year 3-8 students, examines thepedagogical ped��a��gog��ic? also ped��a��gog��i��caladj.1. Of, relating to, or characteristic of pedagogy.2. Characterized by pedantic formality: a haughty, pedagogic manner. challenges of engaging with the Internet in classrooms andprovides a model for teachers to construct Internet-based learningexperiences that promote reading development. As Eagleton and Doblerpoint out, the impact of the Internet on homes, schools and workplaceshas important implications for all teachers. They note that, in theUnited States United States,officially United States of America, republic (2005 est. pop. 295,734,000), 3,539,227 sq mi (9,166,598 sq km), North America. The United States is the world's third largest country in population and the fourth largest country in area. , 75% of homes and 100% of public schools had access to theInternet in 2004/2005, while the use of the Internet at work hasincreased dramatically. These current contexts provide a strongrationale for the authors to offer practical ways for teachers to helpstudents develop the Internet-based skills and knowledge that they neednow as students and in their future working lives. The authors have divided this book into two sections: Part 1 servesas a research-based foundation for exploring what it means to be'Web literate'; Part 2 details a range of teaching activitiesthat help students to 'locate, understand and use information foundon the web' (p. 5). This section is supplemented with a largenumber of proformas and lesson plans that teachers will find veryuseful. Rather than just providing teaching strategies and lesson plansthat focus on using the Internet, the Internet, the,international computer network linking together thousands of individual networks at military and government agencies, educational institutions, nonprofit organizations, industrial and financial corporations of all sizes, and commercial enterprises authors firstly examine thetheoretical basis for designing learning experiences, justifying thisapproach on the truism that 'beliefs provide the framework for ourdecisions and actions in the classroom' (p. 7). Chapter 1 succinctly suc��cinct?adj. suc��cinct��er, suc��cinct��est1. Characterized by clear, precise expression in few words; concise and terse: a succinct reply; a succinct style.2. examines constructivism constructivism,Russian art movement founded c.1913 by Vladimir Tatlin, related to the movement known as suprematism. After 1916 the brothers Naum Gabo and Antoine Pevsner gave new impetus to Tatlin's art of purely abstract (although politically intended) , socioculturalism andsemiotics semioticsor semiology,discipline deriving from the American logician C. S. Peirce and the French linguist Ferdinand de Saussure. It has come to mean generally the study of any cultural product (e.g., a text) as a formal system of signs. . An example is given of what each might look like when appliedto traditional classroom contexts, and compared with an example of whatpractice might look like in terms of using the Internet. Bydemonstrating how the successful teaching techniques of'modelling', 'scaffolding', 'practice' and'feedback' can be used with the Internet, the authorseffectively link these learning theories to the inquiry-based frameworkthat they have adopted to design learning experiences. They also explorethe complexities and challenges arising from Internet-based learning,including searching for information, technical issues, time constraintsand teachers'/students' levels of skill and understanding. In moving from theories of learning in general to literacy learning(or more precisely, reading) theories in particular in Chapter 2,Eagleton and Dobler adopt a similar approach to Chapter 1. Cueingsystems theory, transactional theory and commonly used classroom readingstrategies (activating prior knowledge, predicting, determining mainideas, synthesising, monitoring, decoding, fluency and vocabulary) aredescribed and contrasted with Internet-based reading. Here the authorseffectively examine the differences between traditional book-basedreading and reading electronic texts, highlighting the need for broaderdefinitions of 'literacy'. Through exploring recent directionsin literacy research (New Literacy Studies, New Literacy Perspectivesand Hypermedia hypermedia:see hypertext. The use of hyperlinks, regular text, graphics, audio and video to provide an interactive, multimedia presentation. All the various elements are linked, enabling the user to move from one to another. Cueing Systems) that have resulted from technologicalchange such as the Internet, the authors provide a concise butinformative overview of contemporary, literacy-learning frameworks onwhich their inquiry-based model is grounded. Eagleton and Dobler conclude Part 1 by explaining their decision tofocus on informational (non-narrative) based texts. While they refer toresearch to support the notion that '96% of the text found on theInternet is expositive rather than narrative,' the fact that this1998 research is now nine years old might leave some readers wonderingif such a high percentage of non-fiction texts on the web is still thecase. Regardless, the QUEST model detailed in Part 2 of this book seemsperfectly suitable to explore non-narrative texts. Part 2 begins with a brief overview of the QUEST model of Internetinquiry adopted by the authors. Before providing a thorough examinationof the phases of this model, a range of assessment ideas (including anumber of reproducible proformas) are suggested to help teachers ensurethat they and their students are suitably prepared to undertake aninquiry-based Internet project in their classroom. These proformas,including a 'technical preparation' checklist for teachers,and assessments of students' skills/knowledge of computers andInternet usage, allow teachers to tailor learning experiences tostudents' needs. The next five chapters are structured so that each phase of theQUEST model (Questioning, Understanding resources, Evaluatinginformation, Synthesising, Transforming) is clearly explained. A rangeof teaching strategies, together with accompanying screenshots ofInternet sites, relevant reproducibles and suggested lesson plans areprovided to support teachers in implementing each phase of the model.Lesson plans are pitched at elementary and more advanced learners andthe authors also contribute many practical tips for teaching studentswith diverse learning needs. Throughout the book, quotes from variousresearchers and teachers also help readers to understand the manyconcepts addressed. Overall, while this is an excellent book for experienced literacyteachers, it would be equally useful for practising and trainee teacherswho need to develop their understanding and skills in relation tochanging technologies and contemporary classroom practice. Eagleton andDobler have provided teachers with a comprehensive, research-basedresource to help young readers to develop 'Web literacy'. Andrew Simpson Andrew Gerard Simpson (born January 1, 1989 in Derry, Northern Ireland) is a British actor. He now lives in Donegal, Ireland. He was spotted while performing in a festival by talent scout Patrick Duncan, who was working for Aisling Walsh, the director of CENTRE FOR RESEARCH IN ENGLISH AND MULTILITERACIES EDUCATION(CREME), UNIVERSITY OF NEW ENGLAND The University of New England can refer to: University of New England, Maine, in Biddeford, Maine University of New England, Australia, in New South Wales