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dc.contributor.authorKiili, Carita
dc.contributor.authorLakkala, Minna
dc.contributor.authorIlomäki, Liisa
dc.contributor.authorToom, Auli
dc.contributor.authorCoiro, Julie
dc.contributor.authorHämäläinen, Elina
dc.contributor.authorSormunen, Eero
dc.date.accessioned2021-11-03T12:53:37Z
dc.date.available2021-11-03T12:53:37Z
dc.date.issued2022
dc.identifier.citationKiili, C., Lakkala, M., Ilomäki, L., Toom, A., Coiro, J., Hämäläinen, E., & Sormunen, E. (2022). Designing Classroom Practices for Teaching Online Inquiry : Experiences from the Field. <i>Journal of Adolescent and Adult Literacy</i>, <i>65</i>(4), 297-308. <a href="https://doi.org/10.1002/jaal.1206" target="_blank">https://doi.org/10.1002/jaal.1206</a>
dc.identifier.otherCONVID_101728710
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/78484
dc.description.abstractStudents face several challenges when asked to locate relevant and credible information from the internet. This article introduces three principles for designing online inquiry lessons and documents what we learned from five language arts teachers from Finland who implemented and provided feedback on a learning unit framed in those design principles. Teachers implemented a researcher-designed online inquiry unit in nine upper secondary school classrooms. The unit included four 75-minute lessons sequenced to support the location, evaluation, and synthesis of information students encountered in an online inquiry task. Teachers’ diaries revealed their impressions of the unit, problems encountered, and exceptions made to the designed plan. Follow-up interviews revealed additional insights about appropriate time allocation, clear instruction, and areas where students benefit from explicit guidance in strategy use. Findings suggest a researcher-teacher collaboration can be a fruitful endeavor to assist in advancing the design of productive online inquiry activities.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherJohn Wiley & Sons
dc.relation.ispartofseriesJournal of Adolescent and Adult Literacy
dc.rightsCC BY 4.0
dc.subject.otherMultiple document comprehension
dc.subject.otherNew literacies
dc.subject.otherOnline inquiry
dc.subject.otherPedagogical design
dc.subject.otherSourcing
dc.titleDesigning Classroom Practices for Teaching Online Inquiry : Experiences from the Field
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202111035509
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange297-308
dc.relation.issn1081-3004
dc.relation.numberinseries4
dc.relation.volume65
dc.type.versionpublishedVersion
dc.rights.copyright© 2021 the Authors
dc.rights.accesslevelopenAccessfi
dc.subject.ysotiedonhaku
dc.subject.ysotiedonlähteet
dc.subject.ysolukiolaiset
dc.subject.ysoverkkoaineisto
dc.subject.ysoluokkatyöskentely
dc.subject.ysoopetusmenetelmät
dc.subject.ysopedagoginen suunnittelu
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p2964
jyx.subject.urihttp://www.yso.fi/onto/yso/p9006
jyx.subject.urihttp://www.yso.fi/onto/yso/p12736
jyx.subject.urihttp://www.yso.fi/onto/yso/p24267
jyx.subject.urihttp://www.yso.fi/onto/yso/p568
jyx.subject.urihttp://www.yso.fi/onto/yso/p988
jyx.subject.urihttp://www.yso.fi/onto/yso/p23087
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1002/jaal.1206
jyx.fundinginformationAcademy of Finland. Grant Numbers: 326652, 285806
dc.type.okmA1


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CC BY 4.0
Except where otherwise noted, this item's license is described as CC BY 4.0