The purpose of this study is to teach students how to read and acquire knowledge through self-management reading. Recent studies show that the "National Book Reading Movement's" individual and social reading strategies are declining and becoming less plausible. In a web based environment, these stra...
The purpose of this study is to teach students how to read and acquire knowledge through self-management reading. Recent studies show that the "National Book Reading Movement's" individual and social reading strategies are declining and becoming less plausible. In a web based environment, these strategies promote reading, produce high quality data, and develop accurate content. This can be done by offering reading information that corresponds to characteristics of web based services or personal concerns and interests like SNS(Social Network Service). In addition, it is important to consider the details of the reading process if users are to be able to use information and have quick access to content. Various content materials should be available for reading assignments since the learner's brainpower develops through experiences. They should also incorporate the student's learning styles, discover their passion for reading, and document their progress. In essence, the reading will be part of a self-actualization process by which the reader internalizes self-selected content on his or her own. In the past reading curriculums focused only on reading comprehension, and writings assignments customarily followed those activities. This was because for centuries reading assignments existed in textbooks. However, educators today have albeit little exposure to the changes and advancements of the World Wide Web. If teachers understood how to implement vast amounts of data from the web into their classrooms, then they would realize that reading programs should be reformed. Moreover, the ability to comprehend should be a prerequisite for web based reading. Aside from content, the web provides image data displayed on a screen. This can cause readers to interpret information arbitrarily based on their individual or cultural differences, which on limited knowledge can be misunderstood. Thus, understanding content is still essential in the web based environment. If reading strategies associate with this perspective, traditional and web based reading strategies would be similar; however, different in concept or scope. In other words, differentiated reading strategies should be developed, which can not only be applicable to printed media, but also be adopted for use in the web-based environment. These new strategies should be analyzed and compared to the traditional reading strategies. The objective of this study is to propose a transformation in the reading education of a future society characterized by changes in media and to develop effective information literacy reading strategies that incorporate the “web-based reading strategy model” from the understanding of the characteristic and concept of web 3.0 as an active response on changes in media environment. In this study, researchers developed 6 reading strategy models based on the web platform. These 6 strategy models are Metacognitive Strategy, Information Retrieval Model, Personalization Strategy, Reading Strategy, Writing Strategy and Interpreting Strategy. The characteristics of the web-based reading strategy model consist of the following: First, web-based reading to guide readers to use the reading process to solve problems a future society would face. Second, it is to help readers explore and accept the linked data in an effort to expand the scope of reading materials. Third, in the Process Model stage, the model is to include both the text-oriented reading strategy in the reading process, which is a component of the traditional reading education, and the web-based writing strategy. Also, it is to be used during the analysis and synthesis process and includes thinking strategies similar to the Metacognitive Strategy. Lastly, it is to help the users by informing them of the way to use web-based data effectively through information literacy education. In the future, additional information would emerge as the web is and will be advancing. The web will provide readers with a customized reading environment that will attract multiple readers to the web. The model would be meaningful because it can be very effective and useful to readers who prefer to share their ideas via open web forum. In addition, readers will no longer accept information unquestionably since they will have an opportunity to evaluate and critically analyze the data. The study would be meaningful in the sense that it proposed adjustments to the direction of traditional reading education that actively copes with changes in media environment, designed the model stages of reading in general by utilizing web based media, and expanded the definition of reading to all the reading materials, beyond literary works.
The purpose of this study is to teach students how to read and acquire knowledge through self-management reading. Recent studies show that the "National Book Reading Movement's" individual and social reading strategies are declining and becoming less plausible. In a web based environment, these strategies promote reading, produce high quality data, and develop accurate content. This can be done by offering reading information that corresponds to characteristics of web based services or personal concerns and interests like SNS(Social Network Service). In addition, it is important to consider the details of the reading process if users are to be able to use information and have quick access to content. Various content materials should be available for reading assignments since the learner's brainpower develops through experiences. They should also incorporate the student's learning styles, discover their passion for reading, and document their progress. In essence, the reading will be part of a self-actualization process by which the reader internalizes self-selected content on his or her own. In the past reading curriculums focused only on reading comprehension, and writings assignments customarily followed those activities. This was because for centuries reading assignments existed in textbooks. However, educators today have albeit little exposure to the changes and advancements of the World Wide Web. If teachers understood how to implement vast amounts of data from the web into their classrooms, then they would realize that reading programs should be reformed. Moreover, the ability to comprehend should be a prerequisite for web based reading. Aside from content, the web provides image data displayed on a screen. This can cause readers to interpret information arbitrarily based on their individual or cultural differences, which on limited knowledge can be misunderstood. Thus, understanding content is still essential in the web based environment. If reading strategies associate with this perspective, traditional and web based reading strategies would be similar; however, different in concept or scope. In other words, differentiated reading strategies should be developed, which can not only be applicable to printed media, but also be adopted for use in the web-based environment. These new strategies should be analyzed and compared to the traditional reading strategies. The objective of this study is to propose a transformation in the reading education of a future society characterized by changes in media and to develop effective information literacy reading strategies that incorporate the “web-based reading strategy model” from the understanding of the characteristic and concept of web 3.0 as an active response on changes in media environment. In this study, researchers developed 6 reading strategy models based on the web platform. These 6 strategy models are Metacognitive Strategy, Information Retrieval Model, Personalization Strategy, Reading Strategy, Writing Strategy and Interpreting Strategy. The characteristics of the web-based reading strategy model consist of the following: First, web-based reading to guide readers to use the reading process to solve problems a future society would face. Second, it is to help readers explore and accept the linked data in an effort to expand the scope of reading materials. Third, in the Process Model stage, the model is to include both the text-oriented reading strategy in the reading process, which is a component of the traditional reading education, and the web-based writing strategy. Also, it is to be used during the analysis and synthesis process and includes thinking strategies similar to the Metacognitive Strategy. Lastly, it is to help the users by informing them of the way to use web-based data effectively through information literacy education. In the future, additional information would emerge as the web is and will be advancing. The web will provide readers with a customized reading environment that will attract multiple readers to the web. The model would be meaningful because it can be very effective and useful to readers who prefer to share their ideas via open web forum. In addition, readers will no longer accept information unquestionably since they will have an opportunity to evaluate and critically analyze the data. The study would be meaningful in the sense that it proposed adjustments to the direction of traditional reading education that actively copes with changes in media environment, designed the model stages of reading in general by utilizing web based media, and expanded the definition of reading to all the reading materials, beyond literary works.
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