Terms such as 'compulsion' and 'addiction' are often used when describing young adults' response behaviors regarding texts and messages. Purpose of the Research: The present study documents response patterns for texts and messages in a higher education classroom context. Both the number of texts and messages responded to and the time taken between…

This commentary serves as an introduction to multiple scholarly fields about the value of digital media for providing contexts for and provoking learning. The author proposes that rather than considering a dichotomy between reading physical books and reading digital media, as encouraged by Cavanaugh et al. (2015), instead consider a scale of sorts…

This paper analyses the extent to which textbook images are designed using the Instructional Criteria for Image Analysis (ICIA) model in textbooks. The ICIA proposed that learning through images involves interaction between the learner, the image, and the activities with images proposed to the student. Images from the main text and activity…

In introducing the articles in this issue, Black and McCormick are struck by two features. The first is that they comprise a rich set of resources for stimulating further thinking about tertiary education. The second, which follows from the first, is that they raise possibilities for further development of this field. They draw attention, in…

Black, Wilson, and Yao (this issue) lay out a comprehensive vision for the way that learning progressions (or other "road maps") might be used to inform and coordinate formative and summative purposes of assessment. As Black, Wilson, and others have been arguing for over a decade, the effective use of formative assessment has great potential to…

Paul Black, Mark Wilson, and Shih-Ying Yao in "Road Maps for Learning: A Guide to the Navigation of Learning Progressions" provide a number of important ideas to consider regarding the development of assessments and curriculum materials to support development of core ideas. One major idea that the author found most valuable is the focus on student…

In the Education Commission Report #4 of Hong Kong, three dimensions of learning are noted: cognitive, interpersonal, and aesthetic. In most Hong Kong schools, teaching focuses on the cognitive dimension and to some extent on the interpersonal. The aesthetic dimension is largely ignored, except for the ubiquitous class reader and a handful of…

The measurement of online self-regulation processes is a very important issue and in this rejoinder to Ainley and Patrick (this issue) I am arguing that including measures of metacognitive experiences, in conjunction with measures of other affective experiences, in various phases of task processing can increase the reliability and validity of…

Responders to a journal may include peers, instructors, and oneself. Responders must balance direction and freedom in assisting the writer. Methods include descriptive personal response, holistic assessment, and partial assessment of passages selected by the writer. (SK)

The effects of prior knowledge and information orderings on the immediate and delayed recall of unfamiliar information under various levels of control for the effects of cognitive style and reading achievement were studied. Significant interaction effects were discovered. (Author/DF)

The idea that post-school education has been influenced by a "therapeutic turn" in recent years has been subjected to critical scrutiny by a number of commentators. Learning initiatives which are dominated by objectives linked to personal and social skills, emotional intelligence and boosting self-esteem and confidence have been labelled as…

This paper is the introduction to an inquiry into the relationship of post-structural reader theories to cognitive theories in the study of educational media. Basic concepts in reader and cognitive theories are defined, including the notions of "meaning" and "learners." Similarities and differences in the theories are…

Suggests that teachers and children may have different ideas about how people talk about stories in classrooms. Describes how teachers loosened their attempts to control children's talk and subsequently shared control with them, and collaborated in exploring stories and in teaching/learning to read. (HTH)

Describes two approaches to introducing a novel to elementary students. Maintains that the second approach, which encourages reader response, is more effective than the first, which mandates the learning of 100 new vocabulary words. Describes a discussion technique based on a "discussion web" or map of possibilities that helps students to explore…

Describes a small scale study of children's experiences with books read aloud in nursery schools. Explores what young children learn from hearing books and stories read aloud, and shows how data from this study and a larger scale study conducted simultaneously can illuminiate thinking about early literacy. (HTH)