Screen shot of the left hand panel on Google Search engine See Jill’s wonderful post on Customised Google search engine on Literacy Beat, March 2011 You can also, of course, customise the search results by using the customised Google Search Engine Tools ( ). The Twurdy search engine ( ) will also sort search results according to readability levels. This is a positive affordance for struggling readers. However, you can also customise your search results according to reading levels at basic, intermediate or advanced reading levels. The left hand panel on the Google interface, as shown in the screen shot below, provides a number of interesting representational choices such as, images, video, blogs, discussion fora, news features and time ranges. ‘ Googling’ has entered the lexicon to become synonymous with searching for information online. Does this strategy represent a shift from privileging text as the primary source of information to favouring more multimodal representations of information? In this blog post I will explore some search engines which provide multiple representations of information. Then I will look up some articles when I have this background information”. Helen explained the strategy to me, “I usually search for information by looking at videos and images to get the main concepts related to a topic. What I observed was that some students began this information quest by exploring videos and images relating to the Mayan civilisation. ![]() The students undertook an Internet information challenge, What caused the downfall of the Mayan civilisation?, to develop metacognitive awareness of their own skills, strategies and dispositions when conducting Internet inquiry. The information seeking cycle is comprised of (a) planning inquiry questions and forming goals for internet inquiry (b) generating and revising search terms (c) investigating search results with a critical eye (d) locating and transforming information (e) critically evaluating information and synthesising and communicating information to others. I was recently working with my third year, teacher candidate, students exploring the skills, strategies and dispositions necessary to successfully conduct Internet inquiry within the information-seeking cycle. Reading and Writing Quarterly, 31(2), 97-101. Introduction to teachers and students as creators in blended learning environments. Roser, Melissa Mosley Wetzel, Ramón Antonio Martínez & Detra Price-Dennis A Digital Tool Grows (and Keeps Growing) From the Work of a Community of Writers by Nancy L.Multicultural Education and Multiliteracies: Exploration and Exposure of Literacy Practices With Preservice Teachers by W.The Council of Youth Research: Critical Literacy and Civic Agency in the Digital Age by Antero Garcia, Nicole Mirra, Ernest Morrell, Antonio Martinez & D’Artagnan Scorza.iPad Deployment in a Diverse Urban High School: A Formative Experiment by Nancy Frey, Douglas Fisher & Diane Lapp.Fostering Students’ Science Inquiry Through App Affordances of Multimodality, Collaboration, Interactivity, and Connectivity by Richard Beach & David O’Brien.Imagining Writing Futures: Photography, Writing, and Technology by Cheryl A.Please take a few minutes to visit the special issue on the Taylor and Francis website (preview and abstracts) or through your university electronic library resources. The table of contents may be found below. ![]() The six articles in the current special issue of Reading and Writing Quarterly each address topics that demonstrate how technology can facilitate learning, build students’ understanding of their culture, and construct bridges across and to other cultures. ![]() Technology has the potential to connect students and educators across cultures, and, at the same time, make it possible for students to participate more fully in their own cultures” (Wolsey & Lapp, 2015, p. In the introduction, Diane and I wrote, “Digital technology, whose users comprise ever-changing communities, permits previously disconnected worlds to find commonalities and explore differences. The result, under the guidance of Dana Grisham, was a themed issue of Reading and Writing Quarterly that was just released online. Diane Lapp and I had the opportunity to work with several prominent thought-leaders to explore how multiple literacies and multicultural education intersect and promote greater learning and understanding amongst our students.
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