A1 Journal article (refereed)
Designing Classroom Practices for Teaching Online Inquiry : Experiences from the Field (2022)

Kiili, C., Lakkala, M., Ilomäki, L., Toom, A., Coiro, J., Hämäläinen, E., & Sormunen, E. (2022). Designing Classroom Practices for Teaching Online Inquiry : Experiences from the Field. Journal of Adolescent and Adult Literacy, 65(4), 297-308. https://doi.org/10.1002/jaal.1206

JYU authors or editors

Publication details

All authors or editors: Kiili, Carita; Lakkala, Minna; Ilomäki, Liisa; Toom, Auli; Coiro, Julie; Hämäläinen, Elina; Sormunen, Eero

Journal or series: Journal of Adolescent and Adult Literacy

ISSN: 1081-3004

eISSN: 1936-2706

Publication year: 2022

Publication date: 28/10/2021

Volume: 65

Issue number: 4

Pages range: 297-308

Publisher: John Wiley & Sons

Publication country: United States

Publication language: English

DOI: https://doi.org/10.1002/jaal.1206

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/78484

Publication is parallel published: https://urn.fi/URN:NBN:fi:tuni-202111018059


Students face several challenges when asked to locate relevant and credible information from the internet. This article introduces three principles for designing online inquiry lessons and documents what we learned from five language arts teachers from Finland who implemented and provided feedback on a learning unit framed in those design principles. Teachers implemented a researcher-designed online inquiry unit in nine upper secondary school classrooms. The unit included four 75-minute lessons sequenced to support the location, evaluation, and synthesis of information students encountered in an online inquiry task. Teachers’ diaries revealed their impressions of the unit, problems encountered, and exceptions made to the designed plan. Follow-up interviews revealed additional insights about appropriate time allocation, clear instruction, and areas where students benefit from explicit guidance in strategy use. Findings suggest a researcher-teacher collaboration can be a fruitful endeavor to assist in advancing the design of productive online inquiry activities.

Keywords: information retrieval; information sources; online material; educational methods; classroom work; pedagogical planning; general upper secondary school students

Free keywords: Multiple document comprehension; New literacies; Online inquiry; Pedagogical design; Sourcing

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2022

Preliminary JUFO rating: 2

Last updated on 2022-20-09 at 14:23