Web‐Mediated Knowledge Synthesis for Educators

Abstract

Ubiquitous and instant access to information on the Web is challenging what constitutes 21st century literacies. This article explores the notion of Web‐mediated knowledge synthesis, an approach to integrating Web‐based learning that may result in generative synthesis of ideas. This article describes the skills and strategies that may support learning in this way, including: (1) divergent keyword search phrases; (2) synthesis for meaning; (3) in‐the‐moment insights; (4) repurposing; (5) reinforcement; and, (6) note‐taking. Several suggestions for how to begin scaffolding these processes are also provided, based on examples from in‐service teachers during a master's level educational technology course.

Reading to Learn From Online Information: Modeling the Factor Structure

“…The ability to synthesize, or integrate, ideas from multiple online resources is a particularly important aspect of online research and comprehension (DeSchryver, 2015; Goldman et al, 2012). Readers select important ideas from multiple resources, and they organize, connect, compare, and contrast these ideas to build a coherent understanding of the issue (Cho & Afflerbach, 2015; Rouet, 2006; Strømsø, Bråten, & Britt, 2010).…”

Using the Web as a Higher Order Thinking Partner

“…This case has already provided insights for such curriculum design. DeSchryver (2015b, 2015c) presented how these ideas have manifested in attempts to foster more creative thinking with the web in graduate education courses. The current article highlights particularities that DeSchryver (2012, 2015b) did not, but that have been essential to designing classroom experiences.…”

“…DeSchryver (2015b, 2015c) presented how these ideas have manifested in attempts to foster more creative thinking with the web in graduate education courses. The current article highlights particularities that DeSchryver (2012, 2015b) did not, but that have been essential to designing classroom experiences. For instance, the finding that synthesis for meaning helped Olivia more in exploratory tasks and that insight/repurposing were utilized more in generative tasks guided the alignment of skills and strategies and how they were introduced in classes.…”

“…However, it is unclear whether this increase is actually happening. DeSchryver (2015b, 2015c) reported that changes in mind-set have occurred, but continued research to evaluate whether these changes in mind-set then lead to more creative artifacts is ongoing. Further research is also needed to determine whether divergent key word choices lead directly to more opportunities for creative synthesis.…”

“…It does so in the context of a framework that helps better understand and evaluate the ability to creatively synthesize knowledge in a web-mediated environment: the theory of web-mediated knowledge synthesis. Previous work outlined the foundations of this theory (DeSchryver, 2012(DeSchryver, , 2015a and chronicled its ongoing integration in graduate programs (DeSchryver, 2015b). What follows is a granular examination, via case study, of one learner demonstrating the various elements of the theory in practice.…”