Welcome to the InfoSci Platform
Reference Hub4
Using WebQuests to Support the Development of Digital Literacy and Other Essential Skills at the K-12 Level

Using WebQuests to Support the Development of Digital Literacy and Other Essential Skills at the K-12 Level

Susan E. Gibson
Copyright: © 2006 |Pages: 15
ISBN13: 9781591404941|ISBN10: 1591404940|EISBN13: 9781591404965
DOI: 10.4018/978-1-59140-494-1.ch018
Cite Chapter Cite Chapter

MLA

Gibson, Susan E. "Using WebQuests to Support the Development of Digital Literacy and Other Essential Skills at the K-12 Level." Handbook of Research on Literacy in Technology at the K-12 Level, edited by Leo Tan Wee Hin and R. Subramaniam, IGI Global, 2006, pp. 322-336. https://doi.org/10.4018/978-1-59140-494-1.ch018

APA

Gibson, S. E. (2006). Using WebQuests to Support the Development of Digital Literacy and Other Essential Skills at the K-12 Level. In L. Tan Wee Hin & R. Subramaniam (Eds.), Handbook of Research on Literacy in Technology at the K-12 Level (pp. 322-336). IGI Global. https://doi.org/10.4018/978-1-59140-494-1.ch018

Chicago

Gibson, Susan E. "Using WebQuests to Support the Development of Digital Literacy and Other Essential Skills at the K-12 Level." In Handbook of Research on Literacy in Technology at the K-12 Level, edited by Leo Tan Wee Hin and R. Subramaniam, 322-336. Hershey, PA: IGI Global, 2006. https://doi.org/10.4018/978-1-59140-494-1.ch018

Export Reference

Mendeley
Favorite

Abstract

This chapter introduces the WebQuest as one means of addressing effective technology use for developing digital literacy skills at the K-12 education levels. It argues that technology use that promotes constructivist learning principles has been found to have the greatest effect on learning. Furthermore, the WebQuest and its extension, the Web Inquiry Project, exemplify strategies that promote constructivist learning principles when they are designed to encourage student-directed learning, problem solving, higher-level thinking, perspective taking, real-world authentic issues, and collaboration. The author hopes that by providing specific examples of each of these strategies, readers will be better able to envision effective, constructivist-based technology use for their classrooms.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.