Introduction to the special issue ‘How adolescents read and learn on the Web: internal and external factors (Introducción al número especial ‘Cómo leen y aprenden los adolescentes en la red: factores internos y externos’)

Abstract

The World Wide Web has become a major information resource for adolescents (i.e., 10–19 years of age), offering an unprecedented amount of information on virtually any topic. While the Web can potentially offer new learning opportunities, it also presents several challenges. Reading and learning on the Web requires a set of advanced literacy skills that adolescents do not necessarily possess and need to develop in order to effectively deal with the complexity of information encountered online. This special issue brings together five empirical articles and a discussion paper that examine internal and external factors that are beneficial (or detrimental) to adolescents’ reading and learning on the Web, and contribute to explaining how young learners develop complex literacy skills. Theoretically, the special issue contributes to the conceptualization of what researchers refer to as ‘multiple documents literacy’. In practice, it informs researchers and educators of emerging empirical results regarding adolescents’ information behaviour, as well as on instructional strategies that can be effective for developing adolescents’ literacy skills.