Author(s): Barıs ESMER Mustafa ULUSOY
Thisresearchinvestigated on newliteracyskillsusedbyelementarypre-service teachers. Specifically, thisresearchfocuses on newliteracies of onlinereadingcomprehensionwhich is definedfunctionssuch as locatinginformation, criticallyevaluating, synthesizingandcommunicatinginformation. Researchwascarriedout in thequalitativestudy. Theparticipants of researchconsisted of twenty-fourpre-service teachers (twelve of maleandtwelve of female) studying on thedepartment of elementaryteaching. Theparticipantswerechosenbycriterionsampling. Using thecomputer, volunteering, andsearch in the internet weretaken as basises on theselection of participants. Pre-service teacherstriedtoanswer 5 questionsusingthe Internet whicharegivenbytheresearchers. Inthisresearch, thedatawasgatheredbyusingCamtasiascreencapture video-camerarecords, observation form, semi-structuredinterviews, fieldnotestakenbytheresearcher, andchecklist. Theresearchersusedcontentanddescriptiveanalysestechniquestoanalyzedataobtained in thisresearch. Theresearchfindingsrevealedthatpre-service teachers’ skills on newliteracies of readingcomprehension is not sufficient, newliteraciesandonlinereadingcomprehensionshould be considered as a wholeandthisprocessshouldfocus on teachertraining. Theresults of thestudyalsoillustratedthattherewerenolinearadvancementbygradelevel.
The Journal of International Social Research received 7760 citations as per Google Scholar report
