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Nicole Timbrell - One of the best experts on this subject based on the ideXlab platform.
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the new literacies of Online Research and comprehension rethinking the reading achievement gap
Reading Research Quarterly, 2015Co-Authors: Elena Forzani, Christopher Rhoads, Cheryl Maykel, Clint Kennedy, Nicole TimbrellAbstract:Is there an achievement gap for Online reading ability based on income inequality that is separate from the achievement gap in traditional, offline reading? This possibility was examined between students in two pseudonymous school districts: West Town (economically advantaged) and East Town (economically challenged; N = 256). Performance-based assessments were used within a simulation of the Internet developed as part of a larger project. Seventh graders completed two Online Research and comprehension assessments, which evaluated four skill areas (locate, evaluate, synthesize, and communicate) and two knowledge domains in science. Students also completed an assessment of prior domain knowledge and a short Internet use questionnaire. Standardized state reading and writing test scores served as measures of offline literacy skills. Results indicated that there was a significant achievement gap favoring West Town students in offline reading scores, offline writing scores, and Online Research and comprehension scores. A significant gap persisted for Online Research and comprehension after we conditioned on pretest differences in offline reading, offline writing, and prior knowledge scores. The results of the questionnaire indicated that West Town students had greater access to the Internet at home and were required to use the Internet more in school. These results suggest that a separate and independent achievement gap existed for Online reading, based on income inequality. Current estimates of this gap, which rely solely on measures of offline reading, may underrepresent the true nature of the U.S. reading achievement gap in an Online age. Policy implications are explored. Education and opportunity have long been linked to public policy in the United States ( Brown v. Board of Educ. , 1954 ; Mann, 1855 ; National Governors Association Center for Best Practices & Council of Chief State School Officers [NGA Center & CCSSO], 2010 ). Intertwined with this history, the ability to read at high levels has always been considered important, permitting an essential pathway to advancement for everyone, especially the least privileged (cf. Chall, 1967 ; Huey, 1908 ). Despite attempts at policy remedies, a substantial gap based on income inequality continues to exist in students’ reading achievement levels (National Center for Educational Statistics [NCES], 2011b , 2013 ), and evidence indicates that it is growing, over time (Reardon, 2013 ). In a society that professes egalitarian ideals and equal opportunity through education, a reading achievement gap based on income inequality should be a concern of every citizen. Reading has been shifting from page to screen (Goldman, Braasch, Wiley, Graesser, & Brodowinska, 2012 ; Hartman, Morsink, & Zheng, 2010 ), but analyses of reading achievement gaps have only evaluated Donald J. Leu
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the new literacies of Online Research and comprehension rethinking the reading achievement gap
Reading Research Quarterly, 2015Co-Authors: Donald J Leu, Elena Forzani, Christopher Rhoads, Cheryl Maykel, Clint Kennedy, Nicole TimbrellAbstract:Is there an achievement gap for Online reading ability based on income inequality that is separate from the achievement gap in traditional, offline reading? This possibility was examined between students in two pseudonymous school districts: West Town (economically advantaged) and East Town (economically challenged; N = 256). Performance-based assessments were used within a simulation of the Internet developed as part of a larger project. Seventh graders completed two Online Research and comprehension assessments, which evaluated four skill areas (locate, evaluate, synthesize, and communicate) and two knowledge domains in science. Students also completed an assessment of prior domain knowledge and a short Internet use questionnaire. Standardized state reading and writing test scores served as measures of offline literacy skills. Results indicated that there was a significant achievement gap favoring West Town students in offline reading scores, offline writing scores, and Online Research and comprehension scores. A significant gap persisted for Online Research and comprehension after we conditioned on pretest differences in offline reading, offline writing, and prior knowledge scores. The results of the questionnaire indicated that West Town students had greater access to the Internet at home and were required to use the Internet more in school. These results suggest that a separate and independent achievement gap existed for Online reading, based on income inequality. Current estimates of this gap, which rely solely on measures of offline reading, may underrepresent the true nature of the U.S. reading achievement gap in an Online age. Policy implications are explored. Education and opportunity have long been linked to public policy in the United States ( Brown v. Board of Educ. , 1954 ; Mann, 1855 ; National Governors Association Center for Best Practices & Council of Chief State School Officers [NGA Center & CCSSO], 2010 ). Intertwined with this history, the ability to read at high levels has always been considered important, permitting an essential pathway to advancement for everyone, especially the least privileged (cf. Chall, 1967 ; Huey, 1908 ). Despite attempts at policy remedies, a substantial gap based on income inequality continues to exist in students’ reading achievement levels (National Center for Educational Statistics [NCES], 2011b , 2013 ), and evidence indicates that it is growing, over time (Reardon, 2013 ). In a society that professes egalitarian ideals and equal opportunity through education, a reading achievement gap based on income inequality should be a concern of every citizen. Reading has been shifting from page to screen (Goldman, Braasch, Wiley, Graesser, & Brodowinska, 2012 ; Hartman, Morsink, & Zheng, 2010 ), but analyses of reading achievement gaps have only evaluated Donald J. Leu
Han Woo Park - One of the best experts on this subject based on the ideXlab platform.
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convenience or credibility a study of college student Online Research behaviors
Internet and Higher Education, 2011Co-Authors: Patrick J Biddix, Chung Joo Chung, Han Woo ParkAbstract:Abstract The purpose of this study was to investigate where students turn for course-related assignments, whether an ordered pattern could be described in terms of which sources students turn to and how students evaluated the information they chose to use. Data were drawn from open-ended questionnaires ( n = 282). Semantic network analysis was conducted using CATPAC, artificial neural network software. Results verify previous findings that students turn to the Internet before the library, but a deeper investigation revealed different preferences for study versus project-related Research. Specifically, using search engines or Wikipedia was a pre-stage, rather than a final destination, for project work. Interestingly, students were relatively confident in their abilities to discern courses using the Internet. Recommendations for promoting information literacy, as well as recommendations for improving library resource use, are included.
Elena Forzani - One of the best experts on this subject based on the ideXlab platform.
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the new literacies of Online Research and comprehension rethinking the reading achievement gap
Reading Research Quarterly, 2015Co-Authors: Elena Forzani, Christopher Rhoads, Cheryl Maykel, Clint Kennedy, Nicole TimbrellAbstract:Is there an achievement gap for Online reading ability based on income inequality that is separate from the achievement gap in traditional, offline reading? This possibility was examined between students in two pseudonymous school districts: West Town (economically advantaged) and East Town (economically challenged; N = 256). Performance-based assessments were used within a simulation of the Internet developed as part of a larger project. Seventh graders completed two Online Research and comprehension assessments, which evaluated four skill areas (locate, evaluate, synthesize, and communicate) and two knowledge domains in science. Students also completed an assessment of prior domain knowledge and a short Internet use questionnaire. Standardized state reading and writing test scores served as measures of offline literacy skills. Results indicated that there was a significant achievement gap favoring West Town students in offline reading scores, offline writing scores, and Online Research and comprehension scores. A significant gap persisted for Online Research and comprehension after we conditioned on pretest differences in offline reading, offline writing, and prior knowledge scores. The results of the questionnaire indicated that West Town students had greater access to the Internet at home and were required to use the Internet more in school. These results suggest that a separate and independent achievement gap existed for Online reading, based on income inequality. Current estimates of this gap, which rely solely on measures of offline reading, may underrepresent the true nature of the U.S. reading achievement gap in an Online age. Policy implications are explored. Education and opportunity have long been linked to public policy in the United States ( Brown v. Board of Educ. , 1954 ; Mann, 1855 ; National Governors Association Center for Best Practices & Council of Chief State School Officers [NGA Center & CCSSO], 2010 ). Intertwined with this history, the ability to read at high levels has always been considered important, permitting an essential pathway to advancement for everyone, especially the least privileged (cf. Chall, 1967 ; Huey, 1908 ). Despite attempts at policy remedies, a substantial gap based on income inequality continues to exist in students’ reading achievement levels (National Center for Educational Statistics [NCES], 2011b , 2013 ), and evidence indicates that it is growing, over time (Reardon, 2013 ). In a society that professes egalitarian ideals and equal opportunity through education, a reading achievement gap based on income inequality should be a concern of every citizen. Reading has been shifting from page to screen (Goldman, Braasch, Wiley, Graesser, & Brodowinska, 2012 ; Hartman, Morsink, & Zheng, 2010 ), but analyses of reading achievement gaps have only evaluated Donald J. Leu
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the new literacies of Online Research and comprehension rethinking the reading achievement gap
Reading Research Quarterly, 2015Co-Authors: Donald J Leu, Elena Forzani, Christopher Rhoads, Cheryl Maykel, Clint Kennedy, Nicole TimbrellAbstract:Is there an achievement gap for Online reading ability based on income inequality that is separate from the achievement gap in traditional, offline reading? This possibility was examined between students in two pseudonymous school districts: West Town (economically advantaged) and East Town (economically challenged; N = 256). Performance-based assessments were used within a simulation of the Internet developed as part of a larger project. Seventh graders completed two Online Research and comprehension assessments, which evaluated four skill areas (locate, evaluate, synthesize, and communicate) and two knowledge domains in science. Students also completed an assessment of prior domain knowledge and a short Internet use questionnaire. Standardized state reading and writing test scores served as measures of offline literacy skills. Results indicated that there was a significant achievement gap favoring West Town students in offline reading scores, offline writing scores, and Online Research and comprehension scores. A significant gap persisted for Online Research and comprehension after we conditioned on pretest differences in offline reading, offline writing, and prior knowledge scores. The results of the questionnaire indicated that West Town students had greater access to the Internet at home and were required to use the Internet more in school. These results suggest that a separate and independent achievement gap existed for Online reading, based on income inequality. Current estimates of this gap, which rely solely on measures of offline reading, may underrepresent the true nature of the U.S. reading achievement gap in an Online age. Policy implications are explored. Education and opportunity have long been linked to public policy in the United States ( Brown v. Board of Educ. , 1954 ; Mann, 1855 ; National Governors Association Center for Best Practices & Council of Chief State School Officers [NGA Center & CCSSO], 2010 ). Intertwined with this history, the ability to read at high levels has always been considered important, permitting an essential pathway to advancement for everyone, especially the least privileged (cf. Chall, 1967 ; Huey, 1908 ). Despite attempts at policy remedies, a substantial gap based on income inequality continues to exist in students’ reading achievement levels (National Center for Educational Statistics [NCES], 2011b , 2013 ), and evidence indicates that it is growing, over time (Reardon, 2013 ). In a society that professes egalitarian ideals and equal opportunity through education, a reading achievement gap based on income inequality should be a concern of every citizen. Reading has been shifting from page to screen (Goldman, Braasch, Wiley, Graesser, & Brodowinska, 2012 ; Hartman, Morsink, & Zheng, 2010 ), but analyses of reading achievement gaps have only evaluated Donald J. Leu
Jay Fogleman - One of the best experts on this subject based on the ideXlab platform.
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taking library 2 0 to the next level using a course wiki for teaching information literacy to honors students
Journal of Library Administration, 2010Co-Authors: Mona Anne Niedbala, Jay FoglemanAbstract:ABSTRACT How do educators capitalize on students’ comfort with ubiquitous communications in order to develop information literacy skills required in the 21st century? A curriculum materials librarian and a professor in the School of Education present an approach that uses library instruction, Online Research scaffolds, and peer evaluation within a class wiki to enhance student Research practices and academic achievement. The explosion of information sources and access to networked technologies has provided the opportunity to “ratchet up” the expectations for student Research in higher education. The Association of College & Research Libraries's information literacy standards for higher education provide a framework for setting these expectations. The authors describe features of an introductory education course that seeks to enhance honors freshman students’ knowledge of library Research resources, efficient Research skills, and scholarly writing, as described in these standards.
Clint Kennedy - One of the best experts on this subject based on the ideXlab platform.
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the new literacies of Online Research and comprehension rethinking the reading achievement gap
Reading Research Quarterly, 2015Co-Authors: Elena Forzani, Christopher Rhoads, Cheryl Maykel, Clint Kennedy, Nicole TimbrellAbstract:Is there an achievement gap for Online reading ability based on income inequality that is separate from the achievement gap in traditional, offline reading? This possibility was examined between students in two pseudonymous school districts: West Town (economically advantaged) and East Town (economically challenged; N = 256). Performance-based assessments were used within a simulation of the Internet developed as part of a larger project. Seventh graders completed two Online Research and comprehension assessments, which evaluated four skill areas (locate, evaluate, synthesize, and communicate) and two knowledge domains in science. Students also completed an assessment of prior domain knowledge and a short Internet use questionnaire. Standardized state reading and writing test scores served as measures of offline literacy skills. Results indicated that there was a significant achievement gap favoring West Town students in offline reading scores, offline writing scores, and Online Research and comprehension scores. A significant gap persisted for Online Research and comprehension after we conditioned on pretest differences in offline reading, offline writing, and prior knowledge scores. The results of the questionnaire indicated that West Town students had greater access to the Internet at home and were required to use the Internet more in school. These results suggest that a separate and independent achievement gap existed for Online reading, based on income inequality. Current estimates of this gap, which rely solely on measures of offline reading, may underrepresent the true nature of the U.S. reading achievement gap in an Online age. Policy implications are explored. Education and opportunity have long been linked to public policy in the United States ( Brown v. Board of Educ. , 1954 ; Mann, 1855 ; National Governors Association Center for Best Practices & Council of Chief State School Officers [NGA Center & CCSSO], 2010 ). Intertwined with this history, the ability to read at high levels has always been considered important, permitting an essential pathway to advancement for everyone, especially the least privileged (cf. Chall, 1967 ; Huey, 1908 ). Despite attempts at policy remedies, a substantial gap based on income inequality continues to exist in students’ reading achievement levels (National Center for Educational Statistics [NCES], 2011b , 2013 ), and evidence indicates that it is growing, over time (Reardon, 2013 ). In a society that professes egalitarian ideals and equal opportunity through education, a reading achievement gap based on income inequality should be a concern of every citizen. Reading has been shifting from page to screen (Goldman, Braasch, Wiley, Graesser, & Brodowinska, 2012 ; Hartman, Morsink, & Zheng, 2010 ), but analyses of reading achievement gaps have only evaluated Donald J. Leu
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the new literacies of Online Research and comprehension rethinking the reading achievement gap
Reading Research Quarterly, 2015Co-Authors: Donald J Leu, Elena Forzani, Christopher Rhoads, Cheryl Maykel, Clint Kennedy, Nicole TimbrellAbstract:Is there an achievement gap for Online reading ability based on income inequality that is separate from the achievement gap in traditional, offline reading? This possibility was examined between students in two pseudonymous school districts: West Town (economically advantaged) and East Town (economically challenged; N = 256). Performance-based assessments were used within a simulation of the Internet developed as part of a larger project. Seventh graders completed two Online Research and comprehension assessments, which evaluated four skill areas (locate, evaluate, synthesize, and communicate) and two knowledge domains in science. Students also completed an assessment of prior domain knowledge and a short Internet use questionnaire. Standardized state reading and writing test scores served as measures of offline literacy skills. Results indicated that there was a significant achievement gap favoring West Town students in offline reading scores, offline writing scores, and Online Research and comprehension scores. A significant gap persisted for Online Research and comprehension after we conditioned on pretest differences in offline reading, offline writing, and prior knowledge scores. The results of the questionnaire indicated that West Town students had greater access to the Internet at home and were required to use the Internet more in school. These results suggest that a separate and independent achievement gap existed for Online reading, based on income inequality. Current estimates of this gap, which rely solely on measures of offline reading, may underrepresent the true nature of the U.S. reading achievement gap in an Online age. Policy implications are explored. Education and opportunity have long been linked to public policy in the United States ( Brown v. Board of Educ. , 1954 ; Mann, 1855 ; National Governors Association Center for Best Practices & Council of Chief State School Officers [NGA Center & CCSSO], 2010 ). Intertwined with this history, the ability to read at high levels has always been considered important, permitting an essential pathway to advancement for everyone, especially the least privileged (cf. Chall, 1967 ; Huey, 1908 ). Despite attempts at policy remedies, a substantial gap based on income inequality continues to exist in students’ reading achievement levels (National Center for Educational Statistics [NCES], 2011b , 2013 ), and evidence indicates that it is growing, over time (Reardon, 2013 ). In a society that professes egalitarian ideals and equal opportunity through education, a reading achievement gap based on income inequality should be a concern of every citizen. Reading has been shifting from page to screen (Goldman, Braasch, Wiley, Graesser, & Brodowinska, 2012 ; Hartman, Morsink, & Zheng, 2010 ), but analyses of reading achievement gaps have only evaluated Donald J. Leu
