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Investigating How Young Students Search for, Select, and Interrogate Information on the Internet
DISSERTATION

, The Claremont Graduate University, United States

The Claremont Graduate University . Awarded

Abstract

This exploratory study investigated how 16 students, ages eight and nine, from one fourth grade classroom searched for, selected, and questioned information on the Internet. Using primarily qualitative approaches and flexible views of literacy, the study examined students' online decision making processes and the degrees to which they interrogated the veracity of the information encountered. The study is guided by the research questions that asked: How do young students search for, select, and interrogate information on the Internet and how do factors such as primary language, reading ability, and in-home access to the Internet affect student's online use, digital literacy, and critical literacy? Data collection involved observing and interviewing students during online information seeking activities, student surveys, a teacher interview, and a teacher survey. Data was analyzed using the constant comparative method.

Findings revealed information about Internet use and access in and out of the classroom. In brief, a) students regularly access the Internet outside of school, primarily for entertainment purposes, whether they have in-home access or not, b) below-grade-level readers demonstrated lower digital and critical literacy skills as compared to at-grade-level readers, c) students learn how to use the Internet from family members, not at school, d) students demonstrate fairly well-developed basic skills but lack critical literacy skills in digital environments, e) most students use websites beyond their reading ability and struggle to read for information, and f) funding and support for technology training and implementation is perceived by the participating teacher to be limited. Implications of these findings suggest that students at a young age are accessing the Internet and need instruction in digital and critical literacy skills. New literacies are largely ignored in lower grade educational settings. Teachers can support the development of these skills by integrating technology into instruction on a regular basis. The study highlights the need for individual school sites to work toward making technology integration a priority and create a site plan and learning standards for school-wide implementation. In addition, a constant comparative approach to learning and understanding using new literacies is recommended. Possible solutions to common barriers for adoption are offered.

Citation

Mortimer, N.R. Investigating How Young Students Search for, Select, and Interrogate Information on the Internet. Ph.D. thesis, The Claremont Graduate University. Retrieved March 28, 2024 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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