Fostering university students’ online reading: effects of teacher-led strategy training embedded in a digital literacy course

• Autores: Macedo-Rouet, M.; Saux, G.; Potocki, A.; Dujardin, E.; Dyoniziak, Y.; Pylouster, J.; Rouet, J.F.; Macedo Rouet, Mônica
• Año de publicación: 2024
• Idioma: inglés
• Tipo de recurso: artículo
• Fuente: Instructional Science. 2024 (52).
• Materia: LECTURA EN LINEA; ESTUDIANTES UNIVERSITARIOS; FORMACION; ESTRATEGIA; ALFABETIZACION DIGITAL
• Institución: Pontificia Universidad Católica Argentina

Fil: Macedo-Rouet, M. Université Paris 8. CY Cergy Paris Université. Laboratoire Paragraphe; Francia
Fil: Saux, G. Pontificia Universidad Católica Argentina; Argentina
Fil: Saux, G. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Potocki, A. Université Grenoble Alpes. Laboratoire de Recherche sur les Apprentissages en Contexte; Francia
Fil: Dujardin, E. Université de Poitiers. Centre de Recherches sur la Cognition et l’Apprentissage; Francia
Fil: Dyoniziak, Y. Université de Poitiers. Centre de Recherches sur la Cognition et l’Apprentissage; Francia
Fil: Pylouster, J. Université de Poitiers. Centre de Recherches sur la Cognition et l’Apprentissage; Francia
Fil: Rouet, J.F. Université de Poitiers. Centre de Recherches sur la Cognition et l’Apprentissage; Francia
Fil: Macedo Rouet, Mônica. CY Cergy Paris Université; Francia
Online reading for academic purposes is a complex and challenging activity that involves analysing task requirements, assessing information needs, accessing relevant contents, and evaluating the relevance and reliability of information given the task at hand. The present study implemented and tested an analytical approach to strategy training that combined a detailed, step-by-step presentation of each strategy with the integration of various strategies across modules and practice tasks. One hundred sixty-seven university students were assigned to either a treatment or a control condition. The training program was implemented as part of a digital literacy course. Instructors received background information and instructional materials prior to the beginning of the term. The intervention improved students’ performance on a set of search and evaluation tasks representative of the target skills, although to varying extent. The impact was higher for evaluation than for search skills, in terms of accuracy and quality of students’ justifications. The data provides initial evidence that an analytical approach may foster university students’ use of advanced reading strategies in the context of online reading. Implications for instruction and future research are discussed.