Carita Kiili

TL;DR: The authors analyzes the Common Core State Standards for Reading and writing in the U.S. and the Australian National Curriculum in relation to elements of online reading comprehension and argues that continued misalignments especially jeopardize opportunities for those students in districts that are economically challenged.

TL;DR: The aim of the study was to investigate how students evaluate Internet sources in an authentic learning task, and five evaluation profiles emerged: 1) versatile evaluators; 2) relevance-orientated evaluator; 3) limited evalUators; 4) disorientated readers; and 5) uncritical readers.

TL;DR: This paper examined how students in Finland (16-18 years of age) constructed meaning and knowledge in a collaborative online reading situation using an interaction approach to verbal protocol data, along with video screen captures.

TL;DR: The authors identify the factor structure of online reading to learn and use this information for the development of theory, assessment, and instruction, and identify the factors that influence the learning process of online readers.

TL;DR: In this article, the authors assessed the ability of 426 students to critically evaluate two types of online locations on health issues: an academic resource and a commercial resource, and found that only about half of the students questioned the credibility of the commercial online resource and only about 19% showed an ability to fully recognize commercial bias.