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We began this course wanting to learn the differences in comprehension between reading online and reading from a printed page. Initially we observed students reading online. In our experience we have noticed that some students are not focused when reading online. We speculated as to possible online distractions, but we didn’t know the exact causes. As the year progressed we became more aware of what we were looking at and we began to see areas we thought explicit teaching would be helpful in improving online comprehension.
 * A New Literacies Perspective of Online Reading Comprehension**

As elementary teachers we spend a great deal of time helping students find “just right books” so that they can comprehend what they are reading. We work hard with students so that they understand that comprehending what they read is just as important as reading the words. While reading material that is fun, yet simple, has its place, as is trying a book that is very challenging, we hope that the majority of what the students read is within their ability to comprehend. With non-fiction, we work at helping them use aspects of books to guide them to the material that they wish to learn. We ask them to stop and reflect on what they have read, not only to assure themselves that they have understood what the author was trying to communicate, but to ask if the passage has raised any questions or responses for them as the readers. As we watched students struggle finding information from websites, it became apparent to us that we need to be explicit in teaching students how to both choose and navigate websites. As we saw these needs, we began to collect a group of concepts that we wished to develop into lessons and mini-lessons.(see below list of lessons for next year)

What follows is a description of our formal efforts to look at students using online resources. Unless otherwise specified, all students are from Mrs. Mraz's 4th grade class. We began by asking students to read a passage on 14th and 15th century explorers. Half the class read the passage online, while the other half read the same passage printed on paper. The class was divided as evenly as possible both by gender and ability. The next time we asked the class to read another passage. Those that had previously read online read printed text and vice versa. We then asked if they had a preference for one type of reading experience or another. While the students were divided on which medium, online or print, they preferred, the teachers were united in realizing the reading level that we had chosen was too high for the class as a whole. While contemplating the next steps in our inquiry, we paid close attention to student conversations with the whole class and one another during their Internet research. We became increasingly aware that these conversations often kept the students on task and held accountable, especially when they knew that they were to report their findings to the class.

As students began searching for websites on their own, we adopted a lesson that was used in our New Literacies STI class in which we invited students to examine search results. This was done with both [|5th grade classes] and with the [|4th grade class]. There was some carryover to actually using the summary blurbs that come with websites on Webpath Express and Kids Click.

Each time we stopped and watched we began to re-evaluate what we were asking students to do. We also would stop and ask them to reflect on what they were doing. This student feedback provided us with invaluable insight and sense of direction. For instance, we asked students about comparing one's comfort with researching with a book obtained through the classroom or school library versus finding information online. We found a wide range of responses as indicated by [|this transcript.] Some students expressed comfort in using books to research their material. They understood the conventions of the non-fiction book i.e. the Table of Contents, Glossary, Index. Several knew how to look into a book and learn whether the information was found within the book. And while there were students who found that a website keyword search quickly took them to the information they were seeking, others needed support in navigating the web page and locating relevant information.

As teacher-researchers we look at both sets of students and try to assess what students are doing well to uncover important information in their sources, whether they be online or off. Whether students express a preference for books or web sites, the skilled use of both is essential to finding and evaluating information. In general, students need more research opportunities. They need time to ask questions and dig for answers. Time to pursue answers to questions phrased by teachers and time to pursue questions phrased by them. But equally important, students need to see how one conducts research. Teachers need to model good inquiry strategies.

We end the school year on this thought, but begin next year with a series of possible lesson ideas to improve our students' use of web resources. We believe these lessons will help prepare students for future research projects.

These lessons are for students in Grades 3-5, unless otherwise noted: 1. Introduce what it means to have chosen a “just right” web page. 2. Begin to have students transfer the concept of “just right” from print material to online material. Perhaps do this in conjunction with the third grade astronomy unit. 3. Review the Library web page. Grades 2-5. 4. Introduce Web Search skills through resources on the Library web page. Grades 2-5. 5. Examine a web page for content that is reliable, appropriate, and readability. 6. Compare the organizational conventions of a non-fiction book with those on a web page i.e. Table of Contents, Index, glossary, etc. 7. Navigating a web page. Grades 2-5. 8. Introduce each database or subscription service on the library page in conjunction with curriculum units. Grades 2-5.

Joann Mraz, Anne Stokes, Paul Tomizawa