Critical Reading in a Screen Paradigm
Bibliographic Data
| ID | 21740110 |
|---|---|
| Authors | Doug Downs (corresponding author) |
| Year | 2021 |
| Volume | 21 |
| Issue | 2 |
| Pages | 205-224 |
| Publication date | 2021-04-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture (JOURNAL) |
| Journal identifiers | ISSN: 1531-4200 • E-ISSN: 1533-6255 |
| Publisher | Duke University Press (PUBLISHER • US) |
| DOI | 10.1215/15314200-8811398 |
| OpenAlex | W3161362805 |
| Language | EN |
| Citations received | 1 |
| References cited | 25 |
An important step in teaching critical reading for online civic reasoning is building teachers’ own acceptance of and comfort with screen literacies, understanding them not as alternative to gold-standard book literacies but as normative. To do so, teachers must better understand how web-based texts, and the reading of them, differ from the “classical” critical reading most teachers are used to. This article examines the “quantum” nature of web-based texts—their fundamental instability, their reader constructedness, and their nature as processes rather than objects—and relates these features to hyper-reading and other reading strategies that research shows allow engaged readers to screen-read critically
Critical reading · Critical thinking · Epistemology · Linguistics · Mathematics education · Normative · Computer Science · Educational Strategies and Epistemologies · Literacy and Educational Practices · Literacy, Media, and Education · Philosophy · Psychology
What Writing Does and How It Does It
Multimodality
Cognitive load in hypertext reading
Reader, come home
The filter bubble
The shallows. What internet is doing to our brains
Digital reading spaces
Exploring the online reading comprehension strategies used by sixth‐grade skilled readers to search for and locate information on the Internet
| Citations per year | 0.33 |
|---|---|
| Citation span | 2023 - 2023 (1) |
| Highly cited | No |