Towards a pedagogy of online inquiry reading

Authors

DOI:

https://doi.org/10.5007/1807-9288.2019v15n2p28

Abstract

The main purpose of this article is to highlight the need to implement a specific pedagogy of online inquiry reading. I generically situate this idea in the multiliteracies theory and add three arguments. Firstly, I present data related to online reading performed by children and adolescents, which, among other aspects, reveal that these subjects frequently practice reading on the internet to learn. Next, I systematize the main premises of a theoretical model developed to capture the main features of online reading to learn. Finally, I present the analysis of a lesson available on an online digital platform specifically developed for young users’ knowledge construction. The analysis shows the difficulty that the construction of such a pedagogy can constitute when it is done without specific professional knowledge. Although not exhaustive, this sequence of arguments constitutes, in my opinion, a coherent set of compelling reasons for the need to implement a specific pedagogy of reading texts that are read online for learning.

Author Biography

Íris Susana Pires Pereira, Instituto da Educação da Universidade do Minho

Departamento de Estudos Integrados de Literacia, Didática e Supervisão
Centro de Investigação em Educação (CIEd)/Research Centre on Education
Grupo de Investigação Tecnologias, Multiliteracias e Currículo / Research Group Technologies, Multiliteracies and Curriculum (Coordenodora): https://www.cied.uminho.pt/
Revista Portuguesa de Educação (Diretora adjunta): https://revistas.rcaap.pt/rpe

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Published

2019-12-30

Issue

Vol. 15 No. 2 (2019)

Section

Articles

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