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
Abstract
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
