# data[].attributes.body
Print and hypertext environments
typically provide supportive navigational
features (i.e., a table of contents or network map), the
actual content of hypertext is hidden beneath multiple
layers of information not viewable with traditional
previewing procedures such as rapidly leafing
through the pages of a book. Moreover, compared
with print-based text, hypertexts often provide link
labels with less semantic clarity and fewer surrounding
This content downloaded from
context cues to guide the reader's anticipation about
where a certain hyperlink may lead

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We believe the findings from our study also
prompt ideas that support and extend the theory of
cognitive flexibility (Spiro et al., 1991) as applied to
reading comprehension (Spiro, 2004) in at least twoways. First, in order to make sense of what they read on the Internet, strategic online readers appeared to
employ a process of flexible text and knowledge integration
informed by a "fluidly changeable"

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The new literacies of the Internet and other ICTs include
the skills, strategies, and dispositions necessary
to successfully use and adapt to the rapidly changing
information and communication technologies and contexts
that continuously emerge in our world and influence
all areas of our personal and professional lives.
These new literacies allow us to use the Internet and
other ICTs to identify important questions, locate information,
critically evaluate the usefulness of that information,
synthesize information to answer those questions, and then communicate the answers to others.

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Multiple forms of literacy have been named in the literature including
information literacy, visual literacy, computer or digital literacy, and media
literacy, but there is considerable overlap between
these forms. In Literacy in a Digital World, Tyner (1998)
reminded us that “the overlap between the competencies
and purposes of various multiliteracies is so close,
that their differences have more to do with constituencies
than anything else”

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Media are constructions.
Media representations construct reality.
Media have commercial purposes.
Audiences negotiate meaning.
Each medium has its own forms, conventions,
and language.
Media contain values and ideology.
Media messages may have social consequences
or effects.

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“look of the book” children appreciate and understand the relationship between illustration, text, and layout in picture books. Thus a balance exists between information
carried in words and information addressed
only in the illustrations.

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Internet Treasure Hunts for ESL Students (http://iteslj.org/th)

Scavenger Hunts: Searching for Treasure on the Internet! (www.education-world.com/ a_curr/curr113.shtml)

Black History: Past to Present (www.kn. pacbell.com/wired/BHM/bh_hunt_quiz.html)

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Internet Workshops for Teachers to Use to Inform Teaching

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Internet Workshops for Teachers to Use to Inform Teaching

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• What Is the Internet? (www.rtsd26.org/trails/ parent_workshop/parent_inservice.htm)

• Harnessing the Power of the Internet (www. tsof.edu.au/resources/atoz/Woodside/index. asp)

•Finding Information on the Internet: A Tutorial (www.lib.berkeley.edu/TeachingLib/ Guides/Internet/FindInfo.html)

Searching the Internet Workshop (www.ci. keene.nh.us/library/srchdemo.htm)

Untangle the Web! (http://library.ucf.edu/ Reference/Instruction/Internet)

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https://owl.english.purdue.edu/owl/
www.citationmachine.net

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Reflection allows students to create a mental logbook of what search strategies will be most useful in the future.

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Just like students need to cite sources in papers utilizing print sources, they also need to learn the appropriate formatting for multimedia platforms, which vary between forms of media.

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Read critically and synthesize information

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Read critically and synthesize information

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Some sources might not be accurate - requires students to be vigilant and thorough. They need the skills (which are useful throughout all of life) to determine the validity of a source.

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Requires students to summarize, identify main ideas, and perform comparisons

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Requires students to activate prior knowledge and use keywords effectively.

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"Identifying a purpose or goal helps narrow a topic for research and provides guidance and focus before the start of a search task"

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Set a purpose for searching
Employ effective search strategies
Analyze search-engine results
Read critically and synthesize information
Cite your sources
How successful was your search?

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How do we as teachers adapt our curricula to the prominence of the Internet and multimedia information?

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How do we as teachers adapt our curricula to the prominence of the Internet and multimedia information?

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- "Students need new reading comprehension skill sets to effectively search for in- formation while engaged in learning opportunities with the Internet and other ICTs"

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stands for: Internet (and other information) communication technologies