{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/122034"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/122034","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Reading online for research purposes in a middle school science classroom","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-03-01 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-03-01 without embargo terms","abstract_has_math":false,"creators":["Mills, Erin Michaela"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Kalantzis, Mary","Pak, Yoon","Cope, Bill","Kang, Hyun"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-12","date_published":"2023-12","updated_at":"2026-07-22T22:25:00Z","subjects":["Multimodal Reading","Reading Online","Literacies Practices","Middle School Students"],"languages":["en","eng"],"rights":["Copyright 2023 Erin Mills"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/122034","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kalantzis, Mary","Pak, Yoon","Cope, Bill","Kang, Hyun"]},{"key":"dc:creator","label":"Author","values":["Mills, Erin Michaela"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2023-12","2023-11-30"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Multimodal Reading","Reading Online","Literacies Practices","Middle School Students"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2023 Erin Mills"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/122034"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-03-01 without embargo terms","The student, Erin Mills, accepted the attached license on 2023-11-29 at 17:11.","The student, Erin Mills, submitted this Dissertation for approval on 2023-11-29 at 17:36.","This Dissertation was approved for publication on 2023-11-30 at 11:51.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20062 on 2024-03-01 at 13:15:13","This dissertation investigated how students made decisions about the value and meaning of multimodal sources as they read online for research purposes. It aimed to shed light on this experience to inform pedagogical practice and add to the growing body of literature on the new literacies practices of students. Reading increasingly takes place online and adolescents are found to be engaged with devices that connect them to these contexts at astonishing rates. Understanding students’ reading practices in such contexts can equip teachers to teach in light of student understanding and prepare students for the literacies skills needed for today’s reading contexts. Through a qualitative, single case study employing think-aloud protocols and screen recordings of seven eighth-grade students in a science class, findings emerged. The findings indicated the online context qualitatively impacted the reading practices of the participating students. As a result of this study, recommendations are made for instructional design that aligns learning outcomes with instructional practices by accounting for the ways the internet can affect the reading process."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Reading online for research purposes in a middle school science classroom"]}]}],"canonical_facts":{"dc:contributor":["Kalantzis, Mary","Pak, Yoon","Cope, Bill","Kang, Hyun"],"dc:creator":["Mills, Erin Michaela"],"dc:date":["2023-12","2023-11-30"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-03-01 without embargo terms","The student, Erin Mills, accepted the attached license on 2023-11-29 at 17:11.","The student, Erin Mills, submitted this Dissertation for approval on 2023-11-29 at 17:36.","This Dissertation was approved for publication on 2023-11-30 at 11:51.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20062 on 2024-03-01 at 13:15:13","This dissertation investigated how students made decisions about the value and meaning of multimodal sources as they read online for research purposes. It aimed to shed light on this experience to inform pedagogical practice and add to the growing body of literature on the new literacies practices of students. Reading increasingly takes place online and adolescents are found to be engaged with devices that connect them to these contexts at astonishing rates. Understanding students’ reading practices in such contexts can equip teachers to teach in light of student understanding and prepare students for the literacies skills needed for today’s reading contexts. Through a qualitative, single case study employing think-aloud protocols and screen recordings of seven eighth-grade students in a science class, findings emerged. The findings indicated the online context qualitatively impacted the reading practices of the participating students. As a result of this study, recommendations are made for instructional design that aligns learning outcomes with instructional practices by accounting for the ways the internet can affect the reading process."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/122034"],"dc:language":["en","eng"],"dc:rights":["Copyright 2023 Erin Mills"],"dc:subject":["Multimodal Reading","Reading Online","Literacies Practices","Middle School Students"],"dc:title":["Reading online for research purposes in a middle school science classroom"],"dc:type":["text"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:00Z"}