Study Skills in the Digital Age

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Author(s): Valerie J. Robnolt (Virginia Commonwealth University, USA)and Joan A. Rhodes (Virginia Commonwealth University, USA)
Copyright: 2014
Pages: 9
Source title: Academic Knowledge Construction and Multimodal Curriculum Development
Source Author(s)/Editor(s): Douglas J. Loveless (James Madison University, USA), Bryant Griffith (Texas A&M University-Corpus Christi, USA), Margaret E. Bérci (College of Staten Island-CUNY, USA), Evan Ortlieb (Monash University, Australia)and Pamela M. Sullivan (James Madison University, USA)
DOI: 10.4018/978-1-4666-4797-8.ch016

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

Study skills, as defined by Harris and Hodges (1995), are the “techniques and strategies that help a person read or listen for specific purposes with the intent to remember” (p. 245). With over 34 percent of the world’s, and approximately 79 percent of North America’s, population using the Internet (Internet World Stats, 2012) and the percentage of classrooms in the U.S. that have Internet access increasing from three percent in 1994 to 94 percent in 2005 (Wells & Lewis, 2006), the way that students study and are taught to study must change. To teach study skills, teachers should use the explicit explanation model of reading (Stahl, 1997), which involves the teacher modeling, students practicing with the teacher scaffolding their use of the skills, and then students using the skills independently, using both print and digital texts. This chapter discusses these issues.

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