Interesting observations

Say something about Gulab's note-taking

He read aloud most text verbatim.  Said it helped him focus, then said ok at the end.

Sometimes paraphrased/summarized to help with a clearer understanding?

ME - each time I code, codes may change.  Difficult to determine exactly what's going on in participants' minds.  

Background and culture make a difference in participants' reading?

Scrolling – rereading

When reading words, be clear as to whether it’s paraphrasing or key words

Did not code his reading aloud unless it was with emphasis, as he read almost everything aloud. 

Dyson & Haselgrove (2000). Scrolling ® decline in comprehension

Keep track of link path.  Eg. Google ® Wikipedia ® Prezi

Selecting? Building an understanding.  And is something going into student’s understanding of text.

What's the difference between "Agreeing with article/author" and "Critiquing in a positive way"?

What's the difference?  Can both be used at the same time?

Sn (Not understanding)

Sq (Questioning)

Interesting observations:

·      Students preferred mouseovers/hoverbox (tooltips) as opposed to information opening up in a new window so that they did not have to click back or become lost

·      DH’s family background trained her to define words from context.  Only one who did not use online resources

·      DH’s classes at UNT trained her to critique the author AND references

·      No one went to print resources

·      ¾ selected and highlighted text on screen to help them focus

·      LOT of self-questioning

·      YK only one who tried different methods to open broken hyperlinks

• Yilmin did judging quality of article to field when complained about author
• Bring in Dung's background to show how it affected her reading (not opening up links)
• Case study part - very short part about each participant initially