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dc.contributor.authorKiili, Carita
dc.contributor.authorLaurinen, Leena
dc.contributor.authorMarttunen, Miika
dc.contributor.authorLeu, Donald J.
dc.date.accessioned2016-04-29T04:28:02Z
dc.date.available2016-04-29T04:28:02Z
dc.date.issued2012
dc.identifier.citationKiili, C., Laurinen, L., Marttunen, M., & Leu, D. J. (2012). Working on understanding during collaborative online reading. <i>Journal of Literacy Research</i>, <i>44</i>(4), 448-483. <a href="https://doi.org/10.1177/1086296X12457166" target="_blank">https://doi.org/10.1177/1086296X12457166</a>
dc.identifier.otherCONVID_21813001
dc.identifier.otherTUTKAID_53588
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/49590
dc.description.abstractThis study examines how students in Finland (16-18 years of age) constructed meaning and knowledge in a collaborative online reading situation. Student pairs (n = 19) were asked to write a joint essay on a controversial issue. First, the pairs discussed the topic freely to activate their prior knowledge. Next, they gathered source material on the Internet. Finally, they composed a joint essay. The data were collected using an interaction approach to verbal protocol data, along with video screen captures. In the analysis, three units were employed: episodes (n = 562) for describing online reading practices; utterances (n = 944) for identifying collaborative reading strategies; and collaborative reading patterns (n = 435) for clarifying how the student pairs constructed meaning and knowledge. Collaborative reading patterns were categorized according to a four-part model. A hierarchical cluster analysis was conducted to identify students’ collaborative reading profiles. Five collaborative reading profiles emerged: co-constructers (two pairs), collaborators (two pairs), blenders (six pairs), individually oriented readers (four pairs), and silent readers (five pairs). Overall, it appeared that some students were capable of working in pairs, whereas others had a stronger preference for working alone. Collaborative profiles might offer teachers both an evaluative and an instructional tool to support collaborative interaction in their classrooms.
dc.language.isoeng
dc.publisherSage Publications
dc.relation.ispartofseriesJournal of Literacy Research
dc.subject.otherinternetlukeminen
dc.subject.otheryhteisöllinen lukeminen
dc.subject.otherlukemiset strategiat
dc.subject.otheronline reading
dc.subject.othercollaborative reading
dc.subject.otherdigital literacy
dc.titleWorking on understanding during collaborative online reading
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201604272340
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineEducationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2016-04-27T12:15:03Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange448–483
dc.relation.issn1086-296X
dc.relation.numberinseries4
dc.relation.volume44
dc.type.versionacceptedVersion
dc.rights.copyright© The Author(s) 2012. This is a final draft version of an article whose final and definitive form has been published by SAGE Publications. Published in this repository with the kind permission of the publisher.
dc.rights.accesslevelopenAccessfi
dc.relation.doi10.1177/1086296X12457166
dc.type.okmA1


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