Abstract
Online sources abound for students when they face challenging texts in literature, poetry, and philosophy. From Wikipedia to Sparknotes, online sources may be viewed as mere crutches for students who are either unable or unwilling to approach challenging texts themselves. Indeed, one student mentioned that these online sources were considered "dirty terms" by many of her instructors.
Based on a qualitative study of honors students at the University of Missouri, this session will present a more nuanced understanding of how students use these online sources. Rather than using online sources merely as an easy means of gaining summary material, many students in this study used online sources to supplement their reading of the material. This session will thus discuss how teachers can embrace students' use of online sources and provide practical steps to demystifying challenging texts in the classroom.
Based on a qualitative study of honors students at the University of Missouri, this session will present a more nuanced understanding of how students use these online sources. Rather than using online sources merely as an easy means of gaining summary material, many students in this study used online sources to supplement their reading of the material. This session will thus discuss how teachers can embrace students' use of online sources and provide practical steps to demystifying challenging texts in the classroom.
| Original language | English |
|---|---|
| Publication status | Published - Feb 2014 |
| Externally published | Yes |
| Event | The Write to Learn Conference - Tan Tara Resort, Osage Beach, United States Duration: 1 Feb 2014 → … |
Conference
| Conference | The Write to Learn Conference |
|---|---|
| Country/Territory | United States |
| City | Osage Beach |
| Period | 1/02/14 → … |