Fostering university students’ online reading: effects of teacher-led strategy training embedded in a digital literacy course
Online reading for academic purposes is a complex and challenging activity that involves analysing task requirements, assessing information needs, accessing relevant contents, and evaluating the relevance and reliability of information given the task at hand. The present study implemented and tes...
Guardado en:
| Autores principales: | , , , , , , , |
|---|---|
| Formato: | Artículo |
| Lenguaje: | Inglés |
| Publicado: |
Springer Nature
2024
|
| Materias: | |
| Acceso en línea: | https://repositorio.uca.edu.ar/handle/123456789/19124 |
| Aporte de: |
| id |
I33-R139-123456789-19124 |
|---|---|
| record_format |
dspace |
| spelling |
I33-R139-123456789-191242024-11-29T05:01:57Z Fostering university students’ online reading: effects of teacher-led strategy training embedded in a digital literacy course Macedo-Rouet, M. Saux, G. Potocki, A. Dujardin, E. Dyoniziak, Y. Pylouster, J. Rouet, J.F. Macedo Rouet, Mônica LECTURA EN LINEA ESTUDIANTES UNIVERSITARIOS FORMACION ESTRATEGIA ALFABETIZACION DIGITAL Online reading for academic purposes is a complex and challenging activity that involves analysing task requirements, assessing information needs, accessing relevant contents, and evaluating the relevance and reliability of information given the task at hand. The present study implemented and tested an analytical approach to strategy training that combined a detailed, step-by-step presentation of each strategy with the integration of various strategies across modules and practice tasks. One hundred sixty-seven university students were assigned to either a treatment or a control condition. The training program was implemented as part of a digital literacy course. Instructors received background information and instructional materials prior to the beginning of the term. The intervention improved students’ performance on a set of search and evaluation tasks representative of the target skills, although to varying extent. The impact was higher for evaluation than for search skills, in terms of accuracy and quality of students’ justifications. The data provides initial evidence that an analytical approach may foster university students’ use of advanced reading strategies in the context of online reading. Implications for instruction and future research are discussed. 2024-11-28T11:58:39Z 2024-11-28T11:58:39Z 2024 Artículo 1573-1952 (online) 0020-4277 (impreso) https://repositorio.uca.edu.ar/handle/123456789/19124 10.1007/s11251-024-09676-6 eng Atribución-NoComercial-CompartirIgual 4.0 Internacional http://creativecommons.org/licenses/by-nc-sa/4.0/ application/pdf Springer Nature Instructional Science. 2024 (52). |
| institution |
Universidad Católica Argentina |
| institution_str |
I-33 |
| repository_str |
R-139 |
| collection |
Repositorio Institucional de la Universidad Católica Argentina (UCA) |
| language |
Inglés |
| topic |
LECTURA EN LINEA ESTUDIANTES UNIVERSITARIOS FORMACION ESTRATEGIA ALFABETIZACION DIGITAL |
| spellingShingle |
LECTURA EN LINEA ESTUDIANTES UNIVERSITARIOS FORMACION ESTRATEGIA ALFABETIZACION DIGITAL Macedo-Rouet, M. Saux, G. Potocki, A. Dujardin, E. Dyoniziak, Y. Pylouster, J. Rouet, J.F. Macedo Rouet, Mônica Fostering university students’ online reading: effects of teacher-led strategy training embedded in a digital literacy course |
| topic_facet |
LECTURA EN LINEA ESTUDIANTES UNIVERSITARIOS FORMACION ESTRATEGIA ALFABETIZACION DIGITAL |
| description |
Online reading for academic purposes is a complex and challenging activity that involves
analysing task requirements, assessing information needs, accessing relevant contents, and
evaluating the relevance and reliability of information given the task at hand. The present
study implemented and tested an analytical approach to strategy training that combined a
detailed, step-by-step presentation of each strategy with the integration of various strategies across modules and practice tasks. One hundred sixty-seven university students were
assigned to either a treatment or a control condition. The training program was implemented as part of a digital literacy course. Instructors received background information
and instructional materials prior to the beginning of the term. The intervention improved
students’ performance on a set of search and evaluation tasks representative of the target
skills, although to varying extent. The impact was higher for evaluation than for search
skills, in terms of accuracy and quality of students’ justifications. The data provides initial evidence that an analytical approach may foster university students’ use of advanced
reading strategies in the context of online reading. Implications for instruction and future
research are discussed. |
| format |
Artículo |
| author |
Macedo-Rouet, M. Saux, G. Potocki, A. Dujardin, E. Dyoniziak, Y. Pylouster, J. Rouet, J.F. Macedo Rouet, Mônica |
| author_facet |
Macedo-Rouet, M. Saux, G. Potocki, A. Dujardin, E. Dyoniziak, Y. Pylouster, J. Rouet, J.F. Macedo Rouet, Mônica |
| author_sort |
Macedo-Rouet, M. |
| title |
Fostering university students’ online reading: effects of teacher-led strategy training embedded in a digital literacy course |
| title_short |
Fostering university students’ online reading: effects of teacher-led strategy training embedded in a digital literacy course |
| title_full |
Fostering university students’ online reading: effects of teacher-led strategy training embedded in a digital literacy course |
| title_fullStr |
Fostering university students’ online reading: effects of teacher-led strategy training embedded in a digital literacy course |
| title_full_unstemmed |
Fostering university students’ online reading: effects of teacher-led strategy training embedded in a digital literacy course |
| title_sort |
fostering university students’ online reading: effects of teacher-led strategy training embedded in a digital literacy course |
| publisher |
Springer Nature |
| publishDate |
2024 |
| url |
https://repositorio.uca.edu.ar/handle/123456789/19124 |
| work_keys_str_mv |
AT macedorouetm fosteringuniversitystudentsonlinereadingeffectsofteacherledstrategytrainingembeddedinadigitalliteracycourse AT sauxg fosteringuniversitystudentsonlinereadingeffectsofteacherledstrategytrainingembeddedinadigitalliteracycourse AT potockia fosteringuniversitystudentsonlinereadingeffectsofteacherledstrategytrainingembeddedinadigitalliteracycourse AT dujardine fosteringuniversitystudentsonlinereadingeffectsofteacherledstrategytrainingembeddedinadigitalliteracycourse AT dyoniziaky fosteringuniversitystudentsonlinereadingeffectsofteacherledstrategytrainingembeddedinadigitalliteracycourse AT pylousterj fosteringuniversitystudentsonlinereadingeffectsofteacherledstrategytrainingembeddedinadigitalliteracycourse AT rouetjf fosteringuniversitystudentsonlinereadingeffectsofteacherledstrategytrainingembeddedinadigitalliteracycourse AT macedorouetmonica fosteringuniversitystudentsonlinereadingeffectsofteacherledstrategytrainingembeddedinadigitalliteracycourse |
| _version_ |
1823865109668167680 |