Publications and Research

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Many leaders in various fields are calling for increased integration of digital literacies into the school curriculum, including the ability to find and evaluate information on the Internet. However, there is minimal evidence to suggest that these skills are successfully taught to students due to many factors. The purpose of this case study was to examine the juxtaposition of online research and comprehension skills within the guided reading framework. In particular, this study explored how a fourth grade teacher implemented online research and comprehension skills in guided reading lessons along with the role changes and challenges for the student and teacher. Results showed that online guided reading had many unique differences from the traditional guided reading framework. In addition, there were many role changes for the teacher and students, technological challenges, student challenges, and instructional challenges that occurred throughout the study. Implications for modifying the traditional guided reading framework and continuing challenges are discussed.



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