Unbounded Reading: Why Online Learning for K-12 Students Should Be a Literacy Issue

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Author(s): Dixie D. Massey (University of Washington, USA)
Copyright: 2017
Pages: 20
Source title: Blended Learning: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-0783-3.ch096

Keywords: Blended & Mobile Learning / Education / Educational Technologies / Information Science Reference

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Abstract

Students' reading abilities and achievements are the focus of numerous national and international reports. At the same time, research on K-12 distance education offers a very limited description of the types of reading that students are asked to do or the students' abilities to accomplish this reading effectively. This chapter overviews the limited research about reading in online courses. The author then examines the potential of reading in online courses through bounded and unbounded contexts. The chapter concludes with instructional opportunities for teachers of online courses when designing reading assignments.

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Unbounded Reading: Why Online Learning for K-12 Students Should Be a Literacy Issue

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