This qualitative study focused on the strategies that two marginalized seventh graders used as they completed an Internet inquiry project about survival. The participants spent time over a four-week period in three phases—selecting a topic, locating information, and presenting information. Participants completed journals and participated in interviews. The participants' online searches and how they organized their presentations were recorded. The researcher took field notes. These four data sources were used to determine subcategories in each phase to document the strategies they employed as they completed the project. Participants used phrases and questions as they decided on key words to locate information. The majority of the sites they visited ended in the .com domain. They used different web browsers and spent varied amounts of time reading websites once they decided on key words and selected sites. Each participant approached the project uniquely and met the requirements to complete it.
College and Department
David O. McKay School of Education; Teacher Education
BYU ScholarsArchive Citation
Thomas, Jennifer, "Two Marginalized Adolescents Using the Internet to Complete an Inquiry Project" (2011). Theses and Dissertations. 3066.
Internet, inquiry, new literacies, marginalized adolescents, collaboration