The Internet’s Affect on The Internet’s Affect on Adolescent LiteracyAdolescent Literacy

The Internet’s Affect on The Internet’s Affect on Adolescent LiteracyAdolescent Literacy

Andrea Catenaccio Andrea Catenaccio

Internet Literacy • Based upon countless research studies, including studies regarding

adolescents’ Internet usage and interests, and standardized test scores, the Internet is changing literacy into a complex system of thought processes that require more cognitive skill than reading printed material, and as a result, such technological innovations are having a positive effect on adolescent literacy.

• A new form of literacy called Internet literacy has changed the way in which adolescents are learning to comprehend information.

• Instead of diminishing the communication skills that adolescents have learned through such technological tools, they should be embraced and integrated into the classroom. How can these tools be incorporated into pedagogy?

Internet Literacy (cont.)

• “Multimodal” texts as the possible corporation of spoken or written language, still or moving images, they may be produced on paper or electronic screen and may incorporate music and sound.

• Adolescents must be able to visually comprehend all of these different visual concepts together, instead of simply comprehending a book.

• Internet usage among adolescents has led to an increase in reading comprehension skills.

• Kirschenbaum describes how she uses visuals and their effects on the students’ reading abilities:

• I have been using new technologies to transform these visually stale classics (like Plato and Homer) with colored words, various font sizes, and eye-catching imagery. Every time I teach a lesson...their reading comprehension skyrockets to at least 20 percent than that of students who read in black and white. Last year, 96 percent of my students passed their Regents Exams, and I teach in one of the poorest urban districts in the United States.

Internet Research

• Reading on the Internet fosters greater interaction between the student and the texts. There are many student directed sites that offer texts with photographs of the particular topic, glossaries, and vocabulary lists. How can we as educators ensure that students are properly researching online?

• Interventions to help struggling readers use the Internet: – pairing struggling readers with more able peers– steering them to sites that have been appropriately reviewed and

contain accurate information– preparing a navigational aid if the site does not include

navigational tools– using software that reads aloud the text on the screen.

Internet Research (cont.)• Alvermann, Phelps, and Ridgeway identify six steps that educators can teach

their students before researching on the Internet:

1. Explain extension domains, such as .com (commercial entity), .edu (educational institution), .gov (governmental agency), .mil (military), .net (network resource), .org (organizations, usually non-profit).

2. Contact information: Is an authors name listed? Who is the author? What are his or her credentials? What is his or her affiliation and relation to the sponsors of the Website? Is there an email address, phone number, or other method of contact with the author?

3. How accurate is the information? Are there references, links, or other ways to verify it? Is there any conflicting or supporting evidence?

4. How objective is the site? Why was this written? Do the graphics, language, or imagery reveal the author’s perspective?

5. When was this written? Is there a date when the site was created and/or revised? Is the information current?

6. Does this site adequately cover the topic? How well does the information compare to other published resources? What is missing, hidden, or confusing? What additional information would be useful to know about this?

Adolescent Reading and Writing • Many adolescents enjoy reading on the Internet more than book because of the

variety of material that they have at their fingertips.

• National Education Association, Internet users spent exactly the same amount of time reading as people who never used computers at all (study did not discuss the socioeconomic background, gender, and ages of the users).

• According to Alvermann and others, “students are discovering new writing fluency and power as they become liberated from the physical constraints of paper and pencil... youth today are quite at ease when communicating in writing on the Internet.”

• As technological innovations continue to be developed, it seems as though technology may take on greater responsibilities for educating our students.

– Artificial Intelligence (AI) – writing program that gives students immediate feedback on their writing. How will this take the place of teachers?

Standardized Test Scores

• ACT (curriculum-based achievement test that includes English, Math,

Reading, Science, and an optional writing test scores) – 1999 to 2007

National Average ACT English Score 1999–2007

National Average ACT Reading Score 1999–2007

English

Year ‘99 ’00 ’01 ’02 ’03 ’04 ’05 ’06 ‘07

Score 20.3 20.4 20.5 20.2 20.3 20.4 20.4 20.6 20.7

Year ‘99 ’00 ’01 ’02 ’03 ’04 ’05 ’06 ‘07

Score 21.4 21.4 21.3 21.1 21.2 21.3 21.3 21.4 21.5