|Published online: April 04, 2014||$US5.00|
Researching for information on the WWW has become a common feature of teaching and learning practice in the 21st Century. Nonetheless, there is still a wide assumption that conducting a research on the Web is isomorphic with conducting research on paper. This false assumption has left students without the support they need to develop a repertoire of skills and knowledge essential to Web research. This paper reports on the search for the data collection tools that enable the gathering of rich data needed to develop an understanding of the particular issues around online literacy. Insights into the procedures of selecting and employing two types of verbal protocols- think-aloud protocols and stimulated recalls are reported as a means of making students’ practices explicit as they perform Web-based research. The findings indicate that the use of the verbal protocol method is essential to revealing the implicit challenges faced by participants during their online research. The challenges uncovered using verbal protocols enhance the data that is needed for teachers to provide targeted support of the development of necessary skills to perform Web research. This paper provides both methodological implications for future research on the WWW as well as the pedagogical implication for classroom teaching.
|Keywords:||Verbal Protocols, Online Literacy, Internet, Second Language Education, English as a Foreign Language|
International Journal of Technologies in Learning, Volume 20, Issue 2, April 2014, pp.51-61. Article: Print (Spiral Bound). Published online: April 04, 2014 (Article: Electronic (PDF File; 543.118KB)).
PhD Candidate, Language Studies, Faculty of Arts and Social Sciences, University of Technology, Sydney, Sydney, NSW, Australia