"This book presents a well-organized, example-rich framework for teaching students to engage in Internet inquiry, the newest frontier in research skills. 21st-century teachers preparing their elementary or intermediate students to compete in an increasingly technological world will find this book an invaluable resource. Moreover, because the authors' QUEST model is rooted in foundational research on learning and literacy development, its applications transcend the domain of Internet literacy, supporting students' development of higher-order comprehension skills. The QUEST model will appeal to teachers who are already skilled in integrating technology into instruction, as well as those who are in the beginning stages of using the Internet with their students. As such, this book is an ideal text for undergraduate- and graduate-level courses in language arts and for reading specialist certification programs."--Margaret E. Pierce, EdD, University of Massachusetts at Amherst
"With a keen eye on practical applications, the authors have crafted an engaging, enthusiastic, and dynamic text for preservice and inservice teachers. They address both the 'big picture' and the day-to-day realities of Internet use. A focus on a constructivist model of instruction in concert with cutting-edge research provides readers with exciting and motivating linkages between the Internet and reading instruction. With a stimulating array of strategic handouts, relevant classroom activities, and the easy-to-use QUEST model, educators will discover a wealth of new learning opportunities for their students."--Anthony D. Fredericks, EdD, York College of Pennsylvania
"If you have been wondering how to help your students move from a 'copy and paste' style of Internet research to a more thoughtful and reflective form of reporting, then this book is an important resource for you. The book is packed with useful reproducibles, interesting quotations, and enlightening student examples. Elementary school teachers will welcome the case studies and suggestions for Internet-based lessons. Middle school teachers will value the reproducibles for increasing students' research and evaluation skills. All teachers (and researchers, too!) will appreciate the presentation of the science behind literacy and learning."--Tricia Armstrong, author of Information Transformation; education consultant, Vancouver, British Columbia, Canada
"Reading the Web is a veritable treasure trove of resources for the classroom teacher, the teacher educator, and the education researcher. At long last, here is a comprehensive and authoritative text on teaching the new literacies that is clearly grounded in relevant theory and research, yet is also reader-friendly and practical. What I like most about the book is that it is ultimately about how students learn, and how technology and literacy are intertwined. As Multiple Subjects Coordinator at Cal State, I would recommend this book be used as a text in the Literacy Coach/Reading Specialist program, and as a supplemental text in the preservice program. I also plan to recommend it for our literacy faculty book club."--Dana L. Grisham, PhD, California State University, East Bay
About the Author
Maya B. Eagleton, PhD, is an Adjunct Assistant Professor in Language, Reading and Culture at The University of Arizona. She teaches courses in traditional literacies, digital literacies, and qualitative research methods. She also consults for CAST, Inc. (Center for Applied Special Technology), where she researches and designs literacy software prototypes for students with learning disabilities. Dr. Eagleton has extensive K-12 classroom experience as a Title I coordinator and a Reading Recovery teacher.
Elizabeth Dobler, PhD, was a classroom teacher for 13 years before assuming her current position as an Assistant Professor of Reading and Language Arts at Emporia State University. In this capacity, she teaches preservice and experienced teachers in both face-to-face and online formats. Dr. Dobler has been a primary researcher for studies involving Internet reading, in which she has worked closely with classroom teachers, library media specialists, and instructional technology specialists.