Reading the Web, Second Edition: Strategies for Internet Inquiry

Reading the Web, Second Edition: Strategies for Internet Inquiry

NOOK BookSecond Edition (eBook - Second Edition)

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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
*Incorporates state-of-the-art research and Web resources.
*Chapter on major Web 3.0 developments, such as the rise of social media and mobile devices.
*Connections to the CCSS are identified throughout.
*Stronger focus on Universal Design for Learning and differentiated instruction.
*Larger format facilitates photocopying of the updated reproducible tools.

Product Details

ISBN-13: 9781462522811
Publisher: Guilford Publications, Inc.
Publication date: 06/02/2015
Sold by: Barnes & Noble
Format: NOOK Book
Pages: 295
File size: 11 MB
Note: This product may take a few minutes to download.
Age Range: 8 - 13 Years

About the Author

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.

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
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
3. Becoming Literate
Literacy Family Tree
Cueing Systems Theory
Transactional Theory
Reading Comprehension Strategies
Foundational Reading Skills
Informational Text
The Reciprocal Nature of Learning
4. Preparing for the QUEST
The QUEST Model of Internet Inquiry
Technical Preparation
Conceptual Preparation
Assessing Internet Inquiry Strategies
5. Questioning
Why Is Questioning Important?
What Characterizes "Good" Questions?
How Do We Teach Questioning Strategies?
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?
7. Evaluating
Why Is It Important to Evaluate?
When Do We Evaluate?
What Characterizes Evaluation?
How Do We Teach Evaluation Strategies?
8. Synthesizing
Why Is It Important to Synthesize?
When Do We Synthesize?
What Characterizes Synthesis?
How Do We Teach Synthesis Strategies?
9. Transforming
Why Is It Important to Transform Information?
When Do We Transform Information?
What Characterizes Information Transformation?
How Do We Teach Transformation Strategies?
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


Classroom teachers in grades 3-8; staff developers; teacher educators; advanced undergraduates and graduate students. Serves as a text in such courses as Educational Technology and Teaching on the Internet.

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