About the Book
Packed with ideas and instructional activities that cut across all content areas, this engaging book provides a comprehensive framework for promoting vital Web literacy skills in grades 3–8. Teacher-friendly special features include helpful graphics, sidebars, practical tips, and nearly 100 reproducibles. Using a research-based, classroom-tested model of Internet inquiry, the authors explain the "whats," "whys," and "how-tos" of helping diverse learners:
Locate useful information sources on the Web
Navigate the contents of a website
Critically evaluate what they read online
Synthesize the results of an Internet inquiry
Express new knowledge in their own words
Note: The authors' website (www.ReadingTheWeb.net) features additional helpful materials: Web links keyed to each chapter, copies of the reproducibles in the book, a complete reference list, and more.
Table of Contents:
Part I: Understanding Print and Web Literacies. Learning How to Learn. Becoming Literate. Part II: The QUEST Model of Internet Inquiry. Preparing for the QUEST. Questioning. Understanding Resources. Evaluating. Synthesizing. Transforming. Reflecting on the QUEST.
About the Author :
Maya B. Eagleton, PhD, Center for Applied Special Technology and Department of Language, Reading, and Culture, University of Arizona, Tucson, AZ,USA and Elizabeth Dobler, PhD, Department of Early Childhood and Elementary Teacher Education, Emporia State University, Emporia, KS, USA.
Review :
'With a keen eye on practical applications, the authors have crafted an engaging, enthusiastic, and dynamic text for preservice and inservice teachers. They address both the 'big picture' and the day-to-day realities of Internet use. A focus on a constructivist model of instruction in concert with cutting-edge research provides readers with exciting and motivating linkages between the Internet and reading instruction. With a stimulating array of strategic handouts, relevant classroom activities, and the easy-to-use QUEST model, educators will discover a wealth of new learning opportunities for their students. This book is a treasure trove of possibilities!' "- Anthony D. Fredericks, EdD, Department of Education, York College of Pennsylvania, USA" 'This book presents a well-organized, example-rich framework for teaching students to engage in Internet inquiry, the newest frontier in research skills. 21st-century teachers preparing their elementary or intermediate students students to compete in an increasingly technological world will find this book an invaluable resource. Moreover, because the authors' QUEST model is rooted in foundational research on learning and literacy development, its applications transcend the domain of Internet literacy, supporting students' development of higher-order comprehension skills. The QUEST model will appeal to teachers who are already skilled in integrating technology into instruction, as well as those who are in the beginning stages of using the Internet with their students. ' - "Margaret E. Pierce, EdD, University of Massachusetts at Amherst, USA" 'If you have been wondering how to help your students move from a 'copy and paste' style of Internet research to a more thoughtful and reflective form of reporting, then this book is an important resource for you. Packed with useful reproducibles, interesting quotations, and enlightening student examples, this book is a treasure house of information. Elementary school teachers will welcome the case studies and suggestions for Internet-based lessons. Middle school teachers will value the reproducibles for increasing students' research and evaluation skills. All teachers (and researchers, too!) will appreciate the presentation of the science behind literacy and learning.' "- Tricia Armstrong, author of 'Information Transformation'; education consultant, Vancouver, British Columbia, Canada"" " "'Reading the Web" is a veritable treasure trove of resources for the classroom teacher, the teacher educator, and the education researcher. At long last, here is a comprehensive and authoritative text on teaching the new literacies that is clearly grounded in relevant theory and research, yet is also reader-friendly and practical. What I like most about the book is that it is ultimately about how students learn, and how technology and literacy are intertwined. As Multiple Subjects Coordinator at Cal State, I would recommend this book be used as a text in the Literacy Coach/Reading Specialist program, and as a supplemental text in the preservice program. I also plan to recommend it for our literacy faculty book club.' - "Dana L. Grisham, PhD, California State University, East Bay , USA"
