This article reports on ongoing research being undertaken by the Technology and Literate Thinking group of the national Center on English Learning and Achievement (CELA) and concerned with how people make sense of WWW-based information. It discusses researchers' preliminary observations based on the think aloud protocols of fifteen adult students, the model of WWW “reading” they are developing, and directions for future research. Of particular interest is the absence of the linking by association predicted by many media scholars.
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