Skillful Internet Reader is Metacognitively Competent

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Author(s): Carita Kiili (University of Jyväskylä, Finland), Leena Laurinen (University of Jyväskylä, Finland)and Miika Marttunen (University of Jyväskylä, Finland)
Copyright: 2009
Pages: 15
Source title: Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges
Source Author(s)/Editor(s): Leo Tan Wee Hin (National Institute of Education, Singapore)and R. Subramaniam (National Institute of Education, Singapore)
DOI: 10.4018/978-1-60566-120-9.ch041

Keywords: Education / Educational Technologies / Information Science Reference / Technologies in K-12 Education

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Abstract

The purpose of this study was to investigate the interrelations between information searching, textprocessing, information evaluation, and metacognition when upper-secondary school students are using Internet as a source for an essay. Students (n = 24) were asked to search for source material from the Internet in order to write an essay on a given topic. They were asked to verbalize their thoughts while they were gathering their source material. Their verbalizations and actions were recorded and analyzed. The results indicated that students who had difficulties in locating relevant information had to monitor their orientation and keep track of what to do next. Skillful students, in contrast, were able to plan and evaluate their performance, and adjust their activities to the task demands. These students were then able to focus more on elaborative text-processing. Thus, the present study supports the view that constructively responsive reading demands a metacognitively competent reader.

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