Return-Path: <nifl-technology@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j9BEBMG28123; Tue, 11 Oct 2005 10:11:22 -0400 (EDT) Date: Tue, 11 Oct 2005 10:11:22 -0400 (EDT) Message-Id: <3.0.6.32.20051011100800.00cdc698@mail.psnyc.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-technology@literacy.nifl.gov Originator: nifl-technology@literacy.nifl.gov Sender: nifl-technology@literacy.nifl.gov Precedence: bulk From: Mariann Fedele <mariannf@lacnyc.org> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:3805] RE: Reading online vs reading print X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset="us-ascii" X-Mailer: QUALCOMM Windows Eudora Light Version 3.0.6 (32) Status: O Content-Length: 2272 Lines: 49 This message is posted on behalf of Bonnie Odiorne: I've found, through hands-on teaching in a computer lab, and through observation now of a learning lab and of library instruction for online research, that, as one would expect, the more computer savvy are able to scan a screen and almost intuitively click rapidly to the link they want, even if they've never seen the site before. New users, less savvy users, and learning disabled must read everything, which clearly slows them down, so they get behind in a traditional computer-based training where everyone's supposed to literally be on the same page. My students here are mostly freshmen, most at the lower end of college-level achievement. Those students who use the Internet for surfing and used to the speed they can link, and even multi-task (cell phones, music, conversations etc. also going on) find that when they actually have to skim and scan carefully, i.e. to see which of a list of search-engine retrieved sources are pertinent to their topic, they have difficulty not getting the immediate result, and just assume that it's not there, too much for them, or go on without really processing, seemingly, what they've seen. A lot of the students I'm working with now have been singled out for special academic attention, and are enrolled in lower-level reading, writing and math courses. I think what I'm trying to say is this: when a near literacy-level or intermediate ESL user scans a traditional web page, they're overwhelmed by the sheer amount of links, etc. on the page, and have trouble finding things and taking time to read what's on the screen. Students at higher literacy levels and higher computer skills but low academic performance levels are impatient with "regular", i.e. linear, reading on the screen. Their tendency is still to print out almost unthinkingly. I hope this helps. Bonnie Odiorne, Ph.D., Director, Writing Center Adjunct Professor Post University 800 Country Club Road Waterbury, CT 06708 bodiorne@post.edu; writingcenter@post.edu Mariann Fedele Coordinator of Professional Development, Literacy Assistance Center Moderator, NIFL Technology and Literacy Discussion List 32 Broadway 10th Floor New York, New York 10004 212-803-3325 mariannf@lacnyc.org www.lacnyc.org
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