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Skillful Internet Reader is Metacognitively Competent

Skillful Internet Reader is Metacognitively Competent

Carita Kiili, Leena Laurinen, Miika Marttunen
Copyright: © 2009 |Pages: 15
ISBN13: 9781605661209|ISBN10: 1605661201|EISBN13: 9781605661216
DOI: 10.4018/978-1-60566-120-9.ch041
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MLA

Kiili, Carita, et al. "Skillful Internet Reader is Metacognitively Competent." Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges, edited by Leo Tan Wee Hin and R. Subramaniam, IGI Global, 2009, pp. 654-668. https://doi.org/10.4018/978-1-60566-120-9.ch041

APA

Kiili, C., Laurinen, L., & Marttunen, M. (2009). Skillful Internet Reader is Metacognitively Competent. In L. Tan Wee Hin & R. Subramaniam (Eds.), Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges (pp. 654-668). IGI Global. https://doi.org/10.4018/978-1-60566-120-9.ch041

Chicago

Kiili, Carita, Leena Laurinen, and Miika Marttunen. "Skillful Internet Reader is Metacognitively Competent." In Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges, edited by Leo Tan Wee Hin and R. Subramaniam, 654-668. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-120-9.ch041

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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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