When my son was about four years old, I watched his very first experience with navigating a website. On his own, he explored and clicked on interesting links. This small moment caused me to wonder about the skills he would need to be successful with Web reading. I wondered how and where he, and other children, would learn these skills. Although this scene occurred several years ago, I am still fascinated with understanding what it takes for our students to be effective and efficient Web readers.

I teach information literacy, reading, language arts and children’s literature courses at Emporia State University to undergraduate and graduate students. I am also a trained K-12 school media specialist.

A blog seems like a good place to ask questions about Web reading, share my experiences, and learn from others. Please join in the discussion.



Dobler, E. & Kelly, S. (in press). Technology that supports active literacy learning. Portsmouth, NH: Heinemann.

Coiro, J., Dobler, E., & Pelekis, K. (2019). From curiosity to deep learning: Personal digital inquiry in grades K-5. Portsmouth, NH: Stenhouse.

Dobler, E. & Eagleton, M. (2015). Reading the Web: Strategies for Internet inquiry. 2nd ed. New York: Guilford.

Dobler, E., Johnson, D., & Wolsey, T. D. (2013). Teaching the language arts: Forward thinking in today’s classrooms. New York: Routledge.

Technology-Related Articles:
Dobler, E. (2015). e-Textbooks: A personalized learning experience or a digital distraction? Journal of Adolescent and Adult Literacy, 58(6), 478-487.

Dobler, E. (2013). Online feedback and the value of social presence. The Oklahoma
Reader 8
(1), 21-26.



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