This thesis presents a qualitative case study of the skills and characteristics of five competent Internet users aged between 10 and 13 years as they engage in Internet activities reflective of their day -to-day use of this culturally valued cognitive tool. The thesis focuses on their learning during these activities and describes the educational profiles of these young learners. To uncover and more fully understand the learning experiences of young, competent Internet users an integrated theoretical framework was established. Specifically, relevant components of Situated Cognition, Distributed Cognition and Activity Theory, combined with understandings from several cognitive theories developed my understanding of the Internet -mediated learning environment. This integrated theoretical framework resulted in an Internet -Mediated Learning Model which has enabled a holistic understanding of this complex learning sys tem. This model identifies the three major components making up the Internet -mediated learning system: individual, mediating tool (the Internet) and society, and acknowledges the intertwined relationship between these three elements. The Internet -Mediated Learning Model considers the cognitive processing capabilities and active participation of the individual; the design features and distributive properties of the Internet; and the transmission of social knowledge and participation in local and global communities afforded by Internet -mediated activity. The integrated theoretical framework was also instrumental in the research design of this study. Most importantly, as a result of the theoretical stance underpinning the study it was deemed appropriate to allow the participants to engage in Internet mediated activity which was reflective of their day -to-day use of this tool, that is, authentic activity. The data were collected in two distinct phases using four research methods: questionnaire, observations, think -aloud protocols and follow -up interviews. In the first phase a questionnaire, which included a practical component, was developed to ensure the selection of participants who were competent Internet users. Each participant then chose their own Internet -mediated activity in which to participate. Whilst the participants independently completed this activity they were observed and asked to think -aloud. In the second phase, after analysis of the initial data, a follow -up interview was conducted to further explore some of the issues which emerged from the first phase of data collection. This interview also included a practical component using the Internet. Analysis of the data resulted in a profile of the young, competent Internet -user. This profile revealed learning characteristics and skills of the user captured in three broad areas which, for this study, have been titled: Participant Citizen, Tool -Mediated Citizen and Adaptive Citizen. The Participant Citizen captures the skills and knowledge being developed during Internet -mediated activity which relate to transmission of social knowledge and practices and which enable Internet -users to participate in local and global communities. The Tool -Mediated Citizen uncovers learning related to the design features of the Internet and considers the distributive properties of the tool. The Adapative Citizen reveals learner characteristics which enable Internet -users to manage and negotiate the Internet -mediated environment. Taken together, the Internet -Mediated Learning Model and profile of the young, competent Internet -user provide an in -depth understanding of learning in this unique and complex environment. This study highlights the value in reconsidering the learner skills and characteristics relevant to current and future generations and questioning our application of preconceived notions of learning to the new and relatively unexplored Internet -mediated learning environment.

<p>Internet innebär att en i princip aldrig sinande ström av information är</p><p>tillgänglig för de flesta i vårt samhälle. Den betydelse detta får för barn och</p><p>ungdomar kan säkerligen diskuteras hur länge som helst. Säkerligen kan både</p><p>negativa och positiva aspekter hittas inom detta undersökningsfält. Jag har</p><p>också upplevt att internet och de konsekvenser det medför för undervisningen,</p><p>är någonting som ofta diskuteras i de lärarrum där jag under mina</p><p>praktikperioder varit. Det verkar vara delade meningar om internets</p><p>användningsområden. Det är i min mening relevant att ställa sig frågan hur</p><p>dessa lärares sätt att prata om internet i samband med undervisningen i skolan</p><p>påverkar internetanvändandet i samband med undervisningen.</p>

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Univ., Diplomarbeit u.d.T.: Wirschum, Nadine: Erleichterung der Informationssuche im Internet--Saarbrücken, 2003.

Thesis (M.S.)--University of Florida, 2001. / Title from first page of PDF file. Document formatted into pages; contains ix, 55 p.; also contains graphics. Vita. Includes bibliographical references (p. 52-54).

The Internet is the largest full-text database ever created, and many librarians have inexpensive access to this resource. A plethora of facts can be quickly mined using a few techniques with full-text search tools, such as Alta Vista or Infoseek (Infoseek no longer exists. Current tools to use would be Alta Vista, Google, or Alltheweb). A full-text search tool is a tool where the web database is created by indexing every word from every included page. This article will teach you Internet search techniques to apply when researching a question requiring a short, factual answer. It also offers a few precautions when using the Internet to accomplish this.

Presentation: International Conference "Catalan Culture and Identity in the Digital Era", London, July 5-7 2007 / Five events are described in a chronological order, which, according to the authors, have driven the consolidation of a territorial community around blogs in Terres de l'Ebre (in Tarragona, south of Catalonia). From this historical evolution, some conclusions come out on the current role blogs are playing in Terres de l'Ebre and their main features along with the proposal of Ebresphere as the name to define this community. Future prospectives and tendencies to follow-up are proposed. Finally, a classification is established about large groups of blogs configuring this community.

Because the World Wide Web is a dynamic collection of information, the Web search tools (or "search engines") that index the Web are dynamic. Traditional information retrieval evaluation techniques may not provide reliable results when applied to the Web search tools. This study is the result of ten replications of the classic 1996 Ding and Marchionini Web search tool research. It explores the effects that replication can have on transforming unreliable results from one iteration into replicable and therefore reliable results after multiple iterations.

This thesis presents a qualitative case study of the skills and characteristics of five competent Internet users aged between 10 and 13 years as they engage in Internet activities reflective of their day -to-day use of this culturally valued cognitive tool. The thesis focuses on their learning during these activities and describes the educational profiles of these young learners. To uncover and more fully understand the learning experiences of young, competent Internet users an integrated theoretical framework was established. Specifically, relevant components of Situated Cognition, Distributed Cognition and Activity Theory, combined with understandings from several cognitive theories developed my understanding of the Internet -mediated learning environment. This integrated theoretical framework resulted in an Internet -Mediated Learning Model which has enabled a holistic understanding of this complex learning sys tem. This model identifies the three major components making up the Internet -mediated learning system: individual, mediating tool (the Internet) and society, and acknowledges the intertwined relationship between these three elements. The Internet -Mediated Learning Model considers the cognitive processing capabilities and active participation of the individual; the design features and distributive properties of the Internet; and the transmission of social knowledge and participation in local and global communities afforded by Internet -mediated activity. The integrated theoretical framework was also instrumental in the research design of this study. Most importantly, as a result of the theoretical stance underpinning the study it was deemed appropriate to allow the participants to engage in Internet mediated activity which was reflective of their day -to-day use of this tool, that is, authentic activity. The data were collected in two distinct phases using four research methods: questionnaire, observations, think -aloud protocols and follow -up interviews. In the first phase a questionnaire, which included a practical component, was developed to ensure the selection of participants who were competent Internet users. Each participant then chose their own Internet -mediated activity in which to participate. Whilst the participants independently completed this activity they were observed and asked to think -aloud. In the second phase, after analysis of the initial data, a follow -up interview was conducted to further explore some of the issues which emerged from the first phase of data collection. This interview also included a practical component using the Internet. Analysis of the data resulted in a profile of the young, competent Internet -user. This profile revealed learning characteristics and skills of the user captured in three broad areas which, for this study, have been titled: Participant Citizen, Tool -Mediated Citizen and Adaptive Citizen. The Participant Citizen captures the skills and knowledge being developed during Internet -mediated activity which relate to transmission of social knowledge and practices and which enable Internet -users to participate in local and global communities. The Tool -Mediated Citizen uncovers learning related to the design features of the Internet and considers the distributive properties of the tool. The Adapative Citizen reveals learner characteristics which enable Internet -users to manage and negotiate the Internet -mediated environment. Taken together, the Internet -Mediated Learning Model and profile of the young, competent Internet -user provide an in -depth understanding of learning in this unique and complex environment. This study highlights the value in reconsidering the learner skills and characteristics relevant to current and future generations and questioning our application of preconceived notions of learning to the new and relatively unexplored Internet -mediated learning environment.

Thesis (Ph.D.)--University of Minnesota, 2007. / Adviser: Eric S. Sheppard. Includes bibliographical references.