This article is based on part of a case study looking into how sixth form students search for goal related information online for an open‐ended task. Qualitative data was gathered through think‐aloud protocols; analysis was informed by Afflerbach and Cho's () Hypertext reading strategies. From the perspective of multiple documents literacy and the Documents Model of reading comprehension, this case study suggests that language competence and general knowledge play a significant role in the successful construction of meaning from multiple texts in an online environment.
Online reading can be seen as one of a number of new literacy practices arising from digital technologies. It can provide opportunities for readers to engage with multiple texts, multiple perspectives, and multiple literacies. The multimodal aspect of online reading as well as the multiple documents encountered when reading online can also create challenges for readers, with regards to both traditional and online literacy practices. Research continues to provide insight into strategies helpful to successfully construct meaning in this environment.
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