Julie Coiro
Biographic Data
| ID | 1027798 |
|---|---|
| NAME | Julie Coiro |
| GIVEN NAMES | Julie |
| FAMILY NAME | Coiro |
| SIGNATURE | COIRO J |
| AFFILIATIONS | University of Rhode Island |
| ORCID | 0000-0002-2578-3748 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 48 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Explicit video-based instruction enhanced students’ online credibility evaluation skills
This study tested the efficacy of explicit video-based instruction (4 x 45-min lessons) in promoting sixth graders' online credibility evaluation skills. It also investigated whether storified instruction enhanced learning more than non-storified instruction. Storified and non-storified interventions contained the same learning content, and the same components of explicit instruction informed their design. The only difference in the two formats w…
Revealing complexities when adult readers engage in the credibility evaluation of social media posts
Integration of the Topic of Social Justice into High School Biology Curricula
Designing Classroom Practices for Teaching Online Inquiry
Students face several challenges when asked to locate relevant and credible information from the internet. This article introduces three principles for designing online inquiry lessons and documents what we learned from five language arts teachers from Finland who implemented and provided feedback on a learning unit framed in those design principles. Teachers implemented a researcher‐designed online inquiry unit in nine upper secondary school cla…
Toward a Multifaceted Heuristic of Digital Reading to Inform Assessment, Research, Practice, and Policy
In this commentary, the author explores the tension between almost 30 years of work that has embraced increasingly complex conceptions of digital reading and recent studies that risk oversimplifying digital reading as a singular entity analogous with reading text on a screen. The author begins by tracing a line of theoretical and empirical work that both informs and complicates our understanding of digital literacy and, more specifically, digital…
Citing as a sourcing practice
This study examined upper secondary school students’ citations of self-selected online sources in their essays. Students (n = 140) conducted online inquiry about either effects of social media on people’s quality of life (SM) or allowance of genetic manipulation of organisms (GMO). Students, working either individually or in pairs, explored online sources with the help of a graphic organizer, after which they composed their essays. To capture the…
Reading multiple sources online
Nesse artigo, discutimos sobre os componentes da leitura online e como promover habilidades e estratégias que ela requer do leitor contemporâneo Defendemos que a leitura em ambientes digitais e a leitura do impresso não devem ser vistas como atividades polarizadas, ou antagônicas, mas como um conjunto de práticas complementares. A leitura na Internet, no entanto, complexifica algumas das habilidades requeridas na leitura do impresso, uma vez que …
Design Features of a Professional Development Program in Digital Literacy
The authors introduce readers to three design features of the University of Rhode Island's Summer Institute in Digital Literacy, a 42‐hour, weeklong professional learning experience in digital literacy for educators, librarians, college faculty, and other adult learners. The program is explicitly designed to promote reflection on one's motivations for advancing digital literacy, deepen appreciation for collaborative inquiry, and focus on how educ…
Everyone Learns From Everyone
Hobbs and Coiro describe a new approach to the professional development of educators, librarians, and media professionals that emphasizes the value of collaborative, interdisciplinary relationships. The authors explore why creative collaboration using digital media texts, tools, and technologies is vital to support the professional development of educators. Creative collaboration experiences generate personally meaningful, transformative learning…
Understanding What Students Know
This piece is framed by questions we are often asked when we talk about online reading assessments and instruction with teachers. We begin with some of the lessons we have learned in our own experiences with designing measures of online reading comprehension. Then we share our thoughts about key design considerations as well as some of the biggest challenges of trying to capture online research and reading skills when online texts and authentic t…
Investigating Criteria That Seventh Graders Use to Evaluate the Quality of Online Information
This article presents qualitative findings from a study that examined the types of criteria that middle school students use to evaluate the quality of online information and sources for a Web‐based research assignment. Open‐constructed responses from four critical evaluation items were compiled from diverse seventh graders in a representative, two‐state, stratified random sample ( n = 773). Content analysis revealed that many students used a rang…
Online reading comprehension
This paper details a number of challenges and opportunities for today's learners when reading for information on the Internet. After defining online reading comprehension from a new literacies perspective and how it appears to be different than offline reading comprehension, I highlight details about four of the biggest challenges for today's learners. These include 1) understanding and becoming proficient with the new literacy skills and practic…
Rethinking Academic Literacies
This manuscript introduces a multidimensional framework for academic literacies to help instructors become more aware of different aspects of literacies and how they might be used to plan and orchestrate meaningful, multifaceted literacy experiences in their classes. More specifically, this broad framework for literacy and learning explicitly considers the overlapping role of argumentation, digital inquiry, collaboration, and innovation as they a…
Understanding Dispositions Toward Reading on the Internet
Students' perceptions about the Internet's usefulness and potential to engage them in academic learning tasks have been found to influence their success in reading for information in online tasks. This article helps to understand the types of dispositions that adolescents may have toward reading on the Internet and how to characterize these dispositions in ways that inform teaching. First, the author answers four key questions and summarizes find…
New Literacies and Adolescent Learners
Talking About Reading as Thinking
This article highlights four cognitive processes key to online reading comprehension and how one might begin to transform existing think-aloud strategy models to encompass the challenges of reading for information on the Internet. Informed by principles of cognitive apprenticeship and an emerging taxonomy of online reading comprehension strategies, I introduce think-aloud instructional models for explicitly teaching students how expert readers ap…
Exploring the online reading comprehension strategies used by sixth‐grade skilled readers to search for and locate information on the Internet
S The purpose of this qualitative study was to explore the nature of reading comprehension processes while reading on the Internet. Eleven sixth‐grade students with the highest combination of standardized reading scores, reading report card grades, and Internet reading experiences were selected from a population of 150 sixth graders in three different middle schools in the central and northeastern United States. These 11 skilled readers met indiv…
Professional Materials
Exploring the online reading comprehension strategies used by sixth‐grade skilled readers to search for and locate information on the Internet
S The purpose of this qualitative study was to explore the nature of reading comprehension processes while reading on the Internet. Eleven sixth‐grade students with the highest combination of standardized reading scores, reading report card grades, and Internet reading experiences were selected from a population of 150 sixth graders in three different middle schools in the central and northeastern United States. These 11 skilled readers met indiv…
Toward a Multifaceted Heuristic of Digital Reading to Inform Assessment, Research, Practice, and Policy
In this commentary, the author explores the tension between almost 30 years of work that has embraced increasingly complex conceptions of digital reading and recent studies that risk oversimplifying digital reading as a singular entity analogous with reading text on a screen. The author begins by tracing a line of theoretical and empirical work that both informs and complicates our understanding of digital literacy and, more specifically, digital…
Talking About Reading as Thinking
This article highlights four cognitive processes key to online reading comprehension and how one might begin to transform existing think-aloud strategy models to encompass the challenges of reading for information on the Internet. Informed by principles of cognitive apprenticeship and an emerging taxonomy of online reading comprehension strategies, I introduce think-aloud instructional models for explicitly teaching students how expert readers ap…
Online reading comprehension
This paper details a number of challenges and opportunities for today's learners when reading for information on the Internet. After defining online reading comprehension from a new literacies perspective and how it appears to be different than offline reading comprehension, I highlight details about four of the biggest challenges for today's learners. These include 1) understanding and becoming proficient with the new literacy skills and practic…
Professional Materials
Exploring the online reading comprehension strategies used by sixth‐grade skilled readers to search for and locate information on the Internet
S The purpose of this qualitative study was to explore the nature of reading comprehension processes while reading on the Internet. Eleven sixth‐grade students with the highest combination of standardized reading scores, reading report card grades, and Internet reading experiences were selected from a population of 150 sixth graders in three different middle schools in the central and northeastern United States. These 11 skilled readers met indiv…
Talking About Reading as Thinking
This article highlights four cognitive processes key to online reading comprehension and how one might begin to transform existing think-aloud strategy models to encompass the challenges of reading for information on the Internet. Informed by principles of cognitive apprenticeship and an emerging taxonomy of online reading comprehension strategies, I introduce think-aloud instructional models for explicitly teaching students how expert readers ap…
Understanding Dispositions Toward Reading on the Internet
Students' perceptions about the Internet's usefulness and potential to engage them in academic learning tasks have been found to influence their success in reading for information in online tasks. This article helps to understand the types of dispositions that adolescents may have toward reading on the Internet and how to characterize these dispositions in ways that inform teaching. First, the author answers four key questions and summarizes find…
New Literacies and Adolescent Learners
Rethinking Academic Literacies
This manuscript introduces a multidimensional framework for academic literacies to help instructors become more aware of different aspects of literacies and how they might be used to plan and orchestrate meaningful, multifaceted literacy experiences in their classes. More specifically, this broad framework for literacy and learning explicitly considers the overlapping role of argumentation, digital inquiry, collaboration, and innovation as they a…
Online reading comprehension
This paper details a number of challenges and opportunities for today's learners when reading for information on the Internet. After defining online reading comprehension from a new literacies perspective and how it appears to be different than offline reading comprehension, I highlight details about four of the biggest challenges for today's learners. These include 1) understanding and becoming proficient with the new literacy skills and practic…
Understanding What Students Know
This piece is framed by questions we are often asked when we talk about online reading assessments and instruction with teachers. We begin with some of the lessons we have learned in our own experiences with designing measures of online reading comprehension. Then we share our thoughts about key design considerations as well as some of the biggest challenges of trying to capture online research and reading skills when online texts and authentic t…
Investigating Criteria That Seventh Graders Use to Evaluate the Quality of Online Information
This article presents qualitative findings from a study that examined the types of criteria that middle school students use to evaluate the quality of online information and sources for a Web‐based research assignment. Open‐constructed responses from four critical evaluation items were compiled from diverse seventh graders in a representative, two‐state, stratified random sample ( n = 773). Content analysis revealed that many students used a rang…
Everyone Learns From Everyone
Hobbs and Coiro describe a new approach to the professional development of educators, librarians, and media professionals that emphasizes the value of collaborative, interdisciplinary relationships. The authors explore why creative collaboration using digital media texts, tools, and technologies is vital to support the professional development of educators. Creative collaboration experiences generate personally meaningful, transformative learning…
Reading multiple sources online
Nesse artigo, discutimos sobre os componentes da leitura online e como promover habilidades e estratégias que ela requer do leitor contemporâneo Defendemos que a leitura em ambientes digitais e a leitura do impresso não devem ser vistas como atividades polarizadas, ou antagônicas, mas como um conjunto de práticas complementares. A leitura na Internet, no entanto, complexifica algumas das habilidades requeridas na leitura do impresso, uma vez que …
Design Features of a Professional Development Program in Digital Literacy
The authors introduce readers to three design features of the University of Rhode Island's Summer Institute in Digital Literacy, a 42‐hour, weeklong professional learning experience in digital literacy for educators, librarians, college faculty, and other adult learners. The program is explicitly designed to promote reflection on one's motivations for advancing digital literacy, deepen appreciation for collaborative inquiry, and focus on how educ…
Citing as a sourcing practice
This study examined upper secondary school students’ citations of self-selected online sources in their essays. Students (n = 140) conducted online inquiry about either effects of social media on people’s quality of life (SM) or allowance of genetic manipulation of organisms (GMO). Students, working either individually or in pairs, explored online sources with the help of a graphic organizer, after which they composed their essays. To capture the…
Toward a Multifaceted Heuristic of Digital Reading to Inform Assessment, Research, Practice, and Policy
In this commentary, the author explores the tension between almost 30 years of work that has embraced increasingly complex conceptions of digital reading and recent studies that risk oversimplifying digital reading as a singular entity analogous with reading text on a screen. The author begins by tracing a line of theoretical and empirical work that both informs and complicates our understanding of digital literacy and, more specifically, digital…
Integration of the Topic of Social Justice into High School Biology Curricula
Designing Classroom Practices for Teaching Online Inquiry
Students face several challenges when asked to locate relevant and credible information from the internet. This article introduces three principles for designing online inquiry lessons and documents what we learned from five language arts teachers from Finland who implemented and provided feedback on a learning unit framed in those design principles. Teachers implemented a researcher‐designed online inquiry unit in nine upper secondary school cla…
Revealing complexities when adult readers engage in the credibility evaluation of social media posts
Explicit video-based instruction enhanced students’ online credibility evaluation skills
This study tested the efficacy of explicit video-based instruction (4 x 45-min lessons) in promoting sixth graders' online credibility evaluation skills. It also investigated whether storified instruction enhanced learning more than non-storified instruction. Storified and non-storified interventions contained the same learning content, and the same components of explicit instruction informed their design. The only difference in the two formats w…
Psychology (17 works) · Computer Science (15 works) · Mathematics education (11 works) · Educational Strategies and Epistemologies (9 works) · Pedagogy (9 works) · World Wide Web (9 works) · Political science (7 works) · Sociology (7 works) · The Internet (6 works) · Comprehension (5 works)