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Digital Literacy for the Research Process

ISTE 2017 Presentation - Jenni Swanson Voorhees and Angela Smith

Jenni Swanson Voorhees

on 26 June 2017

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Transcript of Digital Literacy for the Research Process

Deep Reading
E-reading behavior tends to be scanning, keyword- spotting, non-linear, and reading more selectively.

Reading a Book vs
Reading an e-Book
Scanning vs Reading
Non-Fiction Books and Non-Fiction Websites
Find familiar elements:
Copyright Date
Table of Contents
Reading for Information vs Reading Stories
Research has focused on behavior while reading novels/ stories
Angela Smith
Jenni Swanson Voorhees

Digital Literacy for the Research Process
5 Media Literacy Questions
Action Research
We set up interviews with individual 2nd, 3rd, and 4th graders to learn how they approach and learn from non-fiction websites.
Sidwell Friends Lower School
Bethesda, Maryland
Angela Smith
Lower School Librarian
Jenni Swanson Voorhees
Academic Dean and Idea Coordinator
Deep reading occurs in the absence of distractions.

It is key to comprehension.
Book Apps are often used like games rather than books
Less time is spent on in-depth and concentrated reading
Reading Behavior in a Digital Environment: Changes in reading behavior over the past ten years

How does reading for information change the game?
How People Read on the Web: The Eyetracking Evidence
Most users scan:

They make snap judgments about which parts of the page to read, which parts to skim, and which parts to ignore entirely.

When confronted with a large block of unbroken text, people often scan in an F-shaped pattern.

When designers use headings and spacing to break up the text on a web page, people often shift into a layer cake gaze pattern.

1. Who created this message? Who is the author and who is the audience?

2. Why do I like it? Creative techniques, formatting.

3. How might different people understand this message differently? Does it generate empathy or affinity?

4. What values and attitudes and points of view are represented in, or omitted from this message? What bias is reflected in the content?

5. What is the purpose of this message? (and who benefits from it?)

1. What do you notice first?
2. What do you wonder?
3. Who made this site and who is it for?
4. Show me how to find information here.

Before and After the Lesson
Finding a "Just-Right" website
What do you notice first?
What do you wonder about this site?
How do you find information on this site?
Who made this site and who is it for?
Is this a good site for you to rely on for research materials?

Have students practice these questions as they look for sites:
What do you notice first?

"Game commercials, video ads, shops
I do see something about Greek Mythology and Poseidon
They're to get more shoppers, game players or followers
Food commercial - to take a taste of different products"

"Probably the ads are there so that while you are looking at what you are interested in - you might be studying Ancient Greece, but you like dresses, so you press the ad because you are trying to focus on something else and they are trying to egg you into buying it"

"I know there are ads on all websites, so I don’t wonder about that."

What do you notice first?
"If it were for kids there wouldn’t be all these ads - It says social studies for kids, which is strange. There are different tabs you can click on
Home - Fun Facts - Glossary
Bunch of ads that no kid would use, but it’s for kids"

"Says Social Studies for Kids - it’s about the past -
List that is like a table of contents
Ads along the side - I remember that ads are there to earn money, to draw more attention
Noticed the list of facts and links about US history.
I notice more ads under everything"

"Says it’s for kids but the ads mean it might be for older kids, they might want those ads."

Articles and this presentation:

Turn and Talk:
Who teaches digital literacy at your school?
How will you use these ideas in your school?
Full transcript