Information seeking retrieval, reading and storing behaviour of library users

In the interest of digital libraries, it is advisable that designers be aware of the potential behaviour of the users of such a system. There are two distinct parts under investigation, the interaction between traditional libraries involving the seeking and retrieval of relevant material, and the reading and storage behaviours ensuing. Through this analysis, the findings could be incorporated into digital library facilities. There has been copious amounts of research on information seeking leading to the development of behavioural models to describe the process. Often research on the information seeking practices of individuals is based on the task and field of study. The information seeking model, presented by Ellis et al. (1993), characterises the format of this study where it is used to compare various research on the information seeking practices of groups of people (from academics to professionals). It is found that, although researchers do make use of library facilities, they tend to rely heavily on their own collections and primarily use the library as a source for previously identified information, browsing and interloan. It was found that there are significant differences in user behaviour between the groups analysed. When looking at the reading and storage of material it was hard to draw conclusions, due to the lack of substantial research and information on the topic. However, through the use of reading strategies, a general idea on how readers behave can be developed. Designers of digital libraries can benefit from the guidelines presented here to better understand their audience

A comparison of the comprehension of procedural information using computer and hard-copy media

Users of technical procedures must be able to understand the documents to use them to perform their work. As more companies contemplate putting their procedures on-line, it is important to know whether computer systems will be as effective as traditional hard-copy presentation in communicating procedures to the employees who must use them; To determine whether there is a relationship between computer usage and the comprehension of technical procedures, an experiment was conducted among employees of a scientific and technical company in Las Vegas, Nevada. A control group read and demonstrated its comprehension of hard-copy procedures only, while an experimental group read and demonstrated its comprehension of a hard-copy and then an on-line procedure; The experimental group selected fewer correct answers on a comprehension test for the on-line than for the hard-copy procedure. This suggests that when readers accustomed to the hard-copy medium switch to the computer medium, comprehension decreases

A Virtual Learning Environment focused on Reading Comprehension and Vocabulary Acquisition activities using Skimming and Scanning reading techniques as a complement for the English classes for tenth grade students in apublic school in Facatativá.

To analyze theVirtual Learning Environment focused on reading comprehension and vocabulary acquisition activities using Skimming and Scanning reading techniques as a complement for the English classes for tenthgrade students of Institución Educativa Municipal Técnico Empresarial Cartagenain Facatativá?This evaluative qualitative action-research study aimed to analyze the Virtual Learning Environment (VLE) focused on reading comprehension and vocabulary acquisition activities using Skimming and Scanning reading techniques as a complement for the English classes. To do this study a voluntary sampling of 20 tenth grader students was used. As for the research instruments, entry and exit questionnaires, a standardized exam (Preliminary English Test - PET) and the platform MOODLE as a VLE, were used to gather information. The entry questionnaire showed that different factors did influence the English learning process of the participants such as the use of the native language (Spanish); that some teachers focused just on one skill (reading, writing, listening or speaking) when implementing activities; and that there is a little use of technological resources doing the English classes less dynamic and interesting for the students. The standardized exam (PET) showed low reading comprehension level of the participants concluding that tenth graders need to improve their skill.Este estudio de investigación-acción cualitativa evaluativa tuvo como objetivo analizar el Ambiente Virtual de Aprendizaje (AVA) enfocado en actividades de comprensión lectora y adquisición de vocabulario utilizando técnicas de lectura Skimming y Scanning como complemento a las clases de inglés. Para realizar este estudio se utilizó una muestra voluntaria de 20 alumnos de décimo grado. En cuanto a los instrumentos de investigación, se utilizaron cuestionarios de entrada y salida, un examen estandarizado (Preliminary English Test - PET) y la plataforma MOODLE como AVA, para recopilar información. El cuestionario de entrada mostró que diferentes factores influyeron en el proceso de aprendizaje del inglés de los participantes, como el uso de la lengua materna (español); que algunos maestros se enfocaron solo en una habilidad (leer, escribir, escuchar o hablar) al implementar actividades; y que hay un poco uso de recursos tecnológicos haciendo que las clases de inglés sean menos dinámicas e interesantes para los estudiantes. El examen estandarizado (PET) mostró un bajo nivel de comprensión lectora de los participantes, concluyendo que los estudiantes de décimo grado necesitan mejorar su habilidad.Corporación Universitaria Minuto de Dio

A Virtual Learning Environment focused on Reading Comprehension and Vocabulary Acquisition activities using Skimming and Scanning reading techniques as a complement for the English classes for tenth grade students in apublic school in Facatativá.

To analyze theVirtual Learning Environment focused on reading comprehension and vocabulary acquisition activities using Skimming and Scanning reading techniques as a complement for the English classes for tenthgrade students of Institución Educativa Municipal Técnico Empresarial Cartagenain Facatativá?This evaluative qualitative action-research study aimed to analyze the Virtual Learning Environment (VLE) focused on reading comprehension and vocabulary acquisition activities using Skimming and Scanning reading techniques as a complement for the English classes. To do this study a voluntary sampling of 20 tenth grader students was used. As for the research instruments, entry and exit questionnaires, a standardized exam (Preliminary English Test - PET) and the platform MOODLE as a VLE, were used to gather information. The entry questionnaire showed that different factors did influence the English learning process of the participants such as the use of the native language (Spanish); that some teachers focused just on one skill (reading, writing, listening or speaking) when implementing activities; and that there is a little use of technological resources doing the English classes less dynamic and interesting for the students. The standardized exam (PET) showed low reading comprehension level of the participants concluding that tenth graders need to improve their skill.Este estudio de investigación-acción cualitativa evaluativa tuvo como objetivo analizar el Ambiente Virtual de Aprendizaje (AVA) enfocado en actividades de comprensión lectora y adquisición de vocabulario utilizando técnicas de lectura Skimming y Scanning como complemento a las clases de inglés. Para realizar este estudio se utilizó una muestra voluntaria de 20 alumnos de décimo grado. En cuanto a los instrumentos de investigación, se utilizaron cuestionarios de entrada y salida, un examen estandarizado (Preliminary English Test - PET) y la plataforma MOODLE como AVA, para recopilar información. El cuestionario de entrada mostró que diferentes factores influyeron en el proceso de aprendizaje del inglés de los participantes, como el uso de la lengua materna (español); que algunos maestros se enfocaron solo en una habilidad (leer, escribir, escuchar o hablar) al implementar actividades; y que hay un poco uso de recursos tecnológicos haciendo que las clases de inglés sean menos dinámicas e interesantes para los estudiantes. El examen estandarizado (PET) mostró un bajo nivel de comprensión lectora de los participantes, concluyendo que los estudiantes de décimo grado necesitan mejorar su habilidad.Corporación Universitaria Minuto de Dio

An Interview with Miriam Schcolnik: Reading, E-Reading and Writing and Their Assessment

Dr. Miriam Schcolnik (emerita) is the former Director of the Language Learning Center of the Division of Foreign Languages at Tel Aviv University. For three decades she coordinated and taught EAP (English for Academic Purposes) courses as well as a course in Technology in Language Teaching. She has developed many online learning environments, multimedia courseware packages, EFL textbooks, and teachers' resource books. Her research interests are e-reading and writing, and the use of digital tools to facilitate language learning and communication

In a Case, on the Screen, Do They Remember What They\u27ve Seen? Critical Electronic Reading in the Law Classroom

In 2005, we produced a well-received article and presentation entitled, \u27In a Case, In a Book, They Will Not Take a Second Look!\u27 Critical Reading in the Legal Writing Classroom. The article examined the educational foundations of critical reading, as well as, critical reading techniques. The purpose was to establish that law students need instruction in critical reading. In the article, we offered creative solutions that had been successfully used in our legal writing classes. In the two years since, we have found it necessary to reconsider the problem of critical reading in the law school classroom, in light of the different formats in which students may be presented with material. Our first article centered on reading cases in a paper format. This article focuses on the different problems that arise when students read electronically -- on a computer screen, rather than in a paper format. Part II of this article discusses the biological and physiological differences readers experience when reading on a computer screen versus on paper. Part III discusses our uses of on-screen reading in the law classroom, and establishes why this is a very real situation law students encounter. In Part IV, we offer solutions for assisting students in their practical on-screen reading skills, as well as, thoughts on how to improve their critical reading in this format

Fostering English reading comprehension performance by implementing CALLA instructions model and metacognitive strategies mediated by web 2.0 resources in 6th grade students from Gimnasio Militar Fuerza Aeroespacial Colombiana

Informed consent, field notes, lesson plans, artifacts list tableEl estudio de investigación actual tuvo como objetivo fomentar el rendimiento de comprensión de lectura de los estudiantes de sexto grado en GIMFA TQS mediante la implementación del modelo de instrucciones CALLA ( modelo cognitivo académico de aprendizaje de lenguas ) , y el desarrollo de estrategias metacognitivas en los estudiantes con el apoyo de recursos web 2.0. Luego, describió cómo el docente realiza sus clases durante el proceso de implementación utilizando los planes de lecciones del modelo de instrucción CALLA y sus efectos en el desempeño de comprensión lectora de los estudiantes mediado por recursos Web 2.0. Luego, se tomaron en cuenta las cinco etapas de la instrucción CALLA propuestas por Chamot (1995) “preparación, presentación, práctica, evaluación y expansión” (p. 392). En unidad, la planificación, el seguimiento, la orquestación, la autoevaluación y la reflexión fueron las cinco estrategias metacognitivas implementadas, como postuló Anderson (2002), vinculadas a la Para esto, los estudiantes realizaron artefactos diseñados utilizando LIVEWORKSHEET.COM basados en estos supuestos y proporcionaron reflexiones. publicado en un blog personal. Esta propuesta permitió a los estudiantes fomentar el rendimiento de comprensión de lectura de los estudiantes mediante la implementación del modelo de instrucción CALLA. El investigador implementó diferentes instrumentos para recopilar datos para analizar los hallazgos, como planes de lecciones, notas de campo y artefactos de los estudiantes. El proceso de investigación se basó en los fundamentos de la investigación-acción y contempló datos cualitativos. El profesor era el investigador y el principal observador de todo en la clase.The current research study aimed at fostering the reading comprehension performance of sixth-grade students at GIMFA TQS by implementing the CALLA instructions model ( Cognitive Academic Language Approach ) and developing metacognitive strategies in learners supported by Web 2.0 resources. Then, it described how the teacher performs his classes during the implementation process using CALLA instruction model lesson plans and their effects on students' reading comprehension performance mediated by Web 2.0 resources. Then, the five stages of CALLA instruction proposed by Chamot (1995) were taken into account: “ preparation, presentation, practice, evaluation, and expansion “ ( p. 392). In unity, Planning, monitoring, orchestrating, self-evaluating, and reflecting were the five metacognitive strategies implemented, as Anderson (2002) postulated, linked to the For this, students performed artifacts designed using LIVEWORKSHEET.COM grounded in these assumptions and provided reflections posted on a personal blog. This proposal allowed learners to foster their reading comprehension performance by implementing the CALLA instruction model. The researcher implemented different instruments to collect data to analyze the findings, such as lesson plans, field notes, and student artifacts. The research process was grounded on action research foundations and contemplated qualitative data. The teacher was the researcher and the principal observer of everything in the class

An AI-Resilient Text Rendering Technique for Reading and Skimming Documents

Readers find text difficult to consume for many reasons. Summarization can address some of these difficulties, but introduce others, such as omitting, misrepresenting, or hallucinating information, which can be hard for a reader to notice. One approach to addressing this problem is to instead modify how the original text is rendered to make important information more salient. We introduce Grammar-Preserving Text Saliency Modulation (GP-TSM), a text rendering method with a novel means of identifying what to de-emphasize. Specifically, GP-TSM uses a recursive sentence compression method to identify successive levels of detail beyond the core meaning of a passage, which are de-emphasized by rendering words in successively lighter but still legible gray text. In a lab study (n=18), participants preferred GP-TSM over pre-existing word-level text rendering methods and were able to answer GRE reading comprehension questions more efficiently.Comment: Conditionally accepted to CHI 202

Online Reading Comprehension Among Seventh Grade Students with High Incidence Disabilities in Inclusive Settings: A Mixed Methods Study

Because research exploring how students with disabilities read and comprehend on the Internet is scarce, a mixed methods study was implemented to determine if Internet Reciprocal Teaching (IRT) is an effective intervention for improving online reading comprehension among seventh grade students with high-incidence disabilities in inclusive settings. Differences between students with disabilities and their non-disabled peers were also explored. The intervention included a twenty week (40 lessons) instructional program delivered in three phases in seventh grade English/Language Arts classes from three middle schools in eastern region of the United States. Pre and post intervention data was collected on the Online Reading Comprehension Assessment (ORCA-Iditarod) and the Survey of Online Reading. Further, and a sample of students was randomly selected for further post-intervention qualitative analysis. Qualitative and quantitative data were then triangulated to examine convergent and divergent findings of online reading comprehension. Results indicate that online reading comprehension, as measured by the ORCA-Iditarod increased for students in the treatment group, but no apparent differences appeared between general education students and students with disabilities. Students in the treatment group demonstrated increased self-efficacy of reading online and locating answers. Qualitative findings further supported improvements in online reading comprehension noting more frequent use of effective search strategies among students in the treatment group, more effective strategy use for determining the reliability of Web sites, and improved communicating strategies using email. While the ORCA did not reveal significant differences between students with disabilities and their nondisabled peers, Survey data indicated that students with disabilities are using and receiving more instruction on the Internet at school, and some qualitative results revealed more attention to written mechanics and spell check tools than general education students. Implications for practice and recommendations for future research are provided