Content Validation for "Internet Reading and Usage"

October 2005

Congratulations! You have been named as an “expert” in the area of reading and the new literacies of the Internet and/or survey development. For that reason, you have been chosen to help validate the items on the following “Internet Reading and Usage” survey instrument. This survey is being conducted to better understand adolescent’s use of the Internet both in school and outside school. It also looks at the new literacy skills and strategies required when using the Internet and other Information Communication Technologies (ICTs). Please follow the directions for each section of this validation form and the instructions for rating items within that section.

We also need your advice, edits and suggestions regarding the item and that each one accurately measures the construct that it is supposed to measure. Please provide your feedback and/or suggestions in the spaces provided.

Thank you for your time and expertise. Your assistance is much appreciated!

Dr. Donald Leu and Dr. David Reinking

We are planning to conduct factor analyses of the items in this section of the survey. Please read and become familiar with the following categories and their conceptual definitions:

Categories / Conceptual Definition
I. Use of Internet Tools / This factor seeks to identify the types of online tools adolescents use both in school and outside school to locate information, interact/communicate with others, access/engage in multimedia or share documents via the Internet.
II. Online Reading Material / This factor seeks to identify the types of online reading materials that adolescents access both in school and outside school for academic assignments or to learn more about a personal interest or hobby.This factor addresses the types of information as well as the frequency of access in both of these settings.
III. Internet Critical Evaluation Skills / This factor seeks to identify the critical evaluation behaviors that adolescents employ both in school and outside school to determine sources of information they access via the Internet as well as the accuracy of that information. This factor addresses the types and frequencies of critical evaluation behaviors in both of these settings.
IV. Technology Self-perception / The technology self-perception factor focuses on how adolescents view their own skill level with technology interaction.

Rating Tasks

  1. For each item, please indicate the category that each statement best fits by checking the appropriate column.

(Categories: I. Use of Internet Tools, II. Online Reading Material, III. Internet Critical Evaluation Skills, or IV. Technology Self-perception)

  1. Please indicate how strongly you feel about your placement of the statement in its related category by checking the appropriate column.

(Rating scale: 1 = Not sure, 2 = Somewhat sure, 3 = Very sure)

  1. Please indicate how relevant you feel each item is for measuring the category by checking the appropriate column.

(Rating scale: N = Not relevant, S = Somewhat relevant, H = Highly relevant)

*Note: Space is provided at the end of the validation charts to provide feedback on particular items. If you come across any items that need improvement, please note your suggestions in the space provided. Thank you!

Categories / Conceptual Definition
I. Use of Internet Tools / This factor seeks to identify the types of online tools adolescents use both in school and outside school to locate information, interact/communicate with others, access/engage in multimedia or share documents via the Internet.
II. Online Reading Material / This factor seeks to identify the types of online reading materials that adolescents access both in school and outside school for academic assignments or to learn more about a personal interest or hobby. This factor addresses the types of information as well as the frequency of access in both of these settings.
III. Internet Critical Evaluation Skills / This factor seeks to identify the critical evaluation behaviors that adolescents employ both in school and outside school to determine sources of information they access via the Internet as well as the accuracy of that information. This factor addresses the types and frequencies of critical evaluation behaviors in both of these settings.
IV. Technology Self-perception / The technology self-perception factor focuses on how adolescents view their own skill level with technology interaction.
Directions: The following items will be measured using a 5-point Likert scale ranging from Never to Several Times per Day OR a 7-point Likert scale ranging from Beginner to Expert.
  1. For each item, please indicate the category that each statement best fits by checking the appropriate column.
(Categories: I. Use of Internet Tools, II. Online Reading Material, III. Internet Critical Evaluation Skills, IV. Technology Self-perception)
  1. Please indicate how strongly you feel about your placement of the statement in its related category by checking the appropriate column. (Rating scale: 1 = Not sure, 2 = Somewhat sure, 3 = Very sure)
C. Please indicate how relevant you feel each item is for the category by checking the appropriate column.
(Rating scale: N = Not relevant, S = Somewhat relevant, H = Highly relevant)
*Note: Space is provided at the end of the validation form to provide feedback on particular items. If you come across any items that need improvement, please provide us with suggestions at the end of this document. Thank you. / I. Use of Internet Tools / II. Online Reading Material / III. Critical Evaluation Skills / IV. Technology Self-perception / 1 = Not sure / 2 = Somewhat sure / 3 = Very sure / N = Not relevant / S = Somewhat relevant / H = Highly relevant
Rate your skill level for: Searching for information on the Internet. (100%/100%/100%) / 7 / 7 / 7
I use chat rooms OUTSIDE OF SCHOOL (100%/86%/100%) / 7 / 1 / 6 / 7
I use the Internet to read anime AT SCHOOL (100%/86%/86%) / 7 / 1 / 6 / 1 / 6
I use the Internet to read about literature OUTSIDE OF SCHOOL (100%/86%/86%) / 7 / 1 / 6 / 1 / 6
I use the Internet to play online games AT SCHOOL (86%/100%/86%) / 6 / 1 / 7 / 1 / 6
I look to see who created information, so I know if I can trust it, OUTSIDE OF SCHOOL (100%/100%/100%) / 7 / 7 / 7
I use the Internet to create websites AT SCHOOL (86%/86%/100%) / 6 / 1 / 1 / 6 / 7
I use the Internet to view clip art and pictures AT SCHOOL (71%/71%/71%) / 5 / 2 / 2 / 5 / 2 / 5
I use discussion boards OUTSIDE OF SCHOOL (71%/71%/100%) / 5 / 2 / 2 / 5 / 7
Categories / Conceptual Definition
I. Use of Internet Tools / This factor seeks to identify the types of online tools adolescents use both in school and outside school to locate information, interact/communicate with others, access/engage in multimedia or share documents via the Internet.
II. Online Reading Material / This factor seeks to identify the types of online reading materials that adolescents access both in school and outside school for academic assignments or to learn more about a personal interest or hobby. This factor addresses the types of information as well as the frequency of access in both of these settings.
III. Internet critical evaluation skills / This factor seeks to identify the critical evaluation behaviors that adolescents employ both in school and outside school to determine sources of information they access via the Internet as well as the accuracy of that information. This factor addresses the types and frequencies of critical evaluation behaviors in both of these settings.
IV. Technology Self-perception / The technology self-perception factor focuses on how adolescents view their own skill level with technology interaction.
Directions: The following items will be measured using a 5-point Likert scale ranging from Never to Several Times per Day OR a 7-point Likert scale ranging from Beginner to Expert.
  1. For each item, please indicate the category that each statement best fits by checking the appropriate column.
(Categories: I. Use of Internet Tools, II. Online Reading Material, III. Internet Critical Evaluation Skills, IV. Technology Self-perception)
  1. Please indicate how strongly you feel about your placement of the statement in its related category by checking the appropriate column. (Rating scale: 1 = Not sure, 2 = Somewhat sure, 3 = Very sure)
  1. Please indicate how relevant you feel each item is for the category by checking the appropriate column.
(Rating scale: N = Not relevant, S = Somewhat relevant, H = Highly relevant)
*Note: Space is provided at the end of the validation form to provide feedback on particular items. If you come across any items that need improvement, please provide us with suggestions at the end of this document. Thank you. / I. Use of Internet Tools / II. Online Reading Material / III. Critical Evaluation Skills / IV. Technology Self-perception / 1 = Not sure / 2 = Somewhat sure / 3 = Very sure / N = Not relevant / S = Somewhat relevant / H = Highly relevant
I use the Internet to read about science AT SCHOOL (100%/86%/100%) / 7 / 1 / 6 / 7
I use blogs OUTSIDE OF SCHOOL (100%/71%/100%) / 7 / 2 / 5 / 7
I use the Internet to download music OUTSIDE OF SCHOOL (86%/86%/100%) / 6 / 1 / 1 / 6 / 7
Rate your skill level for: Using the Internet in general. (100%/100%/86%) / 7 / 7 / 1 / 6
I find a second source to check the accuracy of information AT SCHOOL (86%/100%/100%) / 6 / 1 / 7 / 7
I use the Internet to read about current events OUTSIDE OF SCHOOL (100%/100%/100%) / 7 / 7 / 7
I use search engines AT SCHOOL (100%/86%/100%) / 7 / 1 / 6 / 7
I use the Internet to read about movie, music, or sports stars AT SCHOOL (100%/86%/71%) / 7 / 1 / 6 / 2 / 5
I use the Internet to read about math OUTSIDE OF SCHOOL (100%/86%/86%) / 7 / 1 / 6 / 1 / 6
I use the Internet to buy things AT SCHOOL (86%/57%/57%) / 6 / 1 / 3 / 4 / 1 / 2 / 4
I use the Internet to play online games OUTSIDE OF SCHOOL (86%/86%/100%) / 6 / 1 / 1 / 6 / 7
Categories / Conceptual Definition
I. Use of Internet Tools / This factor seeks to identify the types of online tools adolescents use both in school and outside school to locate information, interact/communicate with others, access/engage in multimedia or share documents via the Internet.
II. Online Reading Material / This factor seeks to identify the types of online reading materials that adolescents access both in school and outside school for academic assignments or to learn more about a personal interest or hobby. This factor addresses the types of information as well as the frequency of access in both of these settings.
III. Internet critical evaluation skills / This factor seeks to identify the critical evaluation behaviors that adolescents employ both in school and outside school to determine sources of information they access via the Internet as well as the accuracy of that information. This factor addresses the types and frequencies of critical evaluation behaviors in both of these settings.
IV. Technology Self-perception / The technology self-perception factor focuses on how adolescents view their own skill level with technology interaction.
Directions: The following items will be measured using a 5-point Likert scale ranging from Never to Several Times per Day OR a 7-point Likert scale ranging from Beginner to Expert.
  1. For each item, please indicate the category that each statement best fits by checking the appropriate column.
(Categories: I. Use of Internet Tools, II. Online Reading Material, III. Internet Critical Evaluation Skills, IV. Technology Self-perception)
  1. Please indicate how strongly you feel about your placement of the statement in its related category by checking the appropriate column. (Rating scale: 1 = Not sure, 2 = Somewhat sure, 3 = Very sure)
  1. Please indicate how relevant you feel each item is for the category by checking the appropriate column.
(Rating scale: N = Not relevant, S = Somewhat relevant, H = Highly relevant)
*Note: Space is provided at the end of the validation form to provide feedback on particular items. If you come across any items that need improvement, please provide us with suggestions at the end of this document. Thank you. / I. Use of Internet Tools / II. Online Reading Material / III. Critical Evaluation Skills / IV. Technology Self-perception / 1 = Not sure / 2 = Somewhat sure / 3 = Very sure / N = Not relevant / S = Somewhat relevant / H = Highly relevant
I use email AT SCHOOL (100%/100%/100%) / 7 / 7 / 7
I use the Internet to view videos OUTSIDE OF SCHOOL (71%/71%/71%) / 5 / 2 / 2 / 5 / 2 / 5
I use the Internet for things other than school assignments AT SCHOOL (71%/57%/86%) / 5 / 1 / 1 / 3 / 4 / 1 / 6
I use IM OUTSIDE OF SCHOOL (100%/86%/100%) / 7 / 1 / 6 / 7
I use the Internet to read sports information AT SCHOOL (100%/86%/100%) / 7 / 1 / 6 / 7
Rate your skill level for: Using the Internet to answer a question. (100%/100%/100%) / 7 / 7 / 7
I use the Internet to read about social studies OUTSIDE OF SCHOOL (100%/86%/100%) / 7 / 1 / 6 / 7
I look to see who created information, so I know if I can trust it, AT SCHOOL (100%/100%/100%) / 7 / 7 / 7
I use the Internet to read about other school subjects OUTSIDE OF SCHOOL (100%/86%/86%) / 7 / 1 / 6 / 1 / 6
I use the Internet to read about social studies AT SCHOOL (100%/86%/100%) / 7 / 1 / 6 / 7
Categories / Conceptual Definition
I. Use of Internet Tools / This factor seeks to identify the types of online tools adolescents use both in school and outside school to locate information, interact/communicate with others, access/engage in multimedia or share documents via the Internet.
II. Online Reading Material / This factor seeks to identify the types of online reading materials that adolescents access both in school and outside school for academic assignments or to learn more about a personal interest or hobby. This factor addresses the types of information as well as the frequency of access in both of these settings.
III. Internet critical evaluation skills / This factor seeks to identify the critical evaluation behaviors that adolescents employ both in school and outside school to determine sources of information they access via the Internet as well as the accuracy of that information. This factor addresses the types and frequencies of critical evaluation behaviors in both of these settings.
IV. Technology Self-perception / The technology self-perception factor focuses on how adolescents view their own skill level with technology interaction.
Directions: The following items will be measured using a 5-point Likert scale ranging from Never to Several Times per Day OR a 7-point Likert scale ranging from Beginner to Expert.
  1. For each item, please indicate the category that each statement best fits by checking the appropriate column.
(Categories: I. Use of Internet Tools, II. Online Reading Material, III. Internet Critical Evaluation Skills, IV. Technology Self-perception)
  1. Please indicate how strongly you feel about your placement of the statement in its related category by checking the appropriate column. (Rating scale: 1 = Not sure, 2 = Somewhat sure, 3 = Very sure)
  1. Please indicate how relevant you feel each item is for the category by checking the appropriate column.
(Rating scale: N = Not relevant, S = Somewhat relevant, H = Highly relevant)
*Note: Space is provided at the end of the validation form to provide feedback on particular items. If you come across any items that need improvement, please provide us with suggestions at the end of this document. Thank you. / I. Use of Internet Tools / II. Online Reading Material / III. Critical Evaluation Skills / IV. Technology Self-perception / 1 = Not sure / 2 = Somewhat sure / 3 = Very sure / N = Not relevant / S = Somewhat relevant / H = Highly relevant
I use email OUTSIDE OF SCHOOL (100%/71%/100%) / 7 / 2 / 5 / 7
I use IM AT SCHOOL (86%/86%/100%) / 6 / 1 / 1 / 6 / 7
I use the Internet to read about science OUTSIDE OF SCHOOL (100%/86%/100%) / 7 / 1 / 6 / 7
I use the Internet to buy things OUTSIDE OF SCHOOL (86%/71%/86%) / 6 / 1 / 2 / 5 / 1 / 6
I use the Internet to read about current events AT SCHOOL (100%/86%/86%) / 7 / 1 / 6 / 1 / 6
I use the Internet to view videos AT SCHOOL (71%/100%/86%) / 5 / 2 / 7 / 1 / 6
I use the Internet to create websites OUTSIDE OF SCHOOL (86%/100%/100%) / 6 / 1 / 7 / 7
I use the Internet to read information about my hobbies AT SCHOOL (100%/100%/100%) / 7 / 7 / 7
I use the Internet to read sports information OUTSIDE OF SCHOOL (100%/86%/100%) / 7 / 1 / 6 / 7
Rate your skill level for: Typing homework assignments. (100%/100%/100%) / 7 / 7 / 7
Categories / Conceptual Definition
I. Use of Internet Tools / This factor seeks to identify the types of online tools adolescents use both in school and outside school to locate information, interact/communicate with others, access/engage in multimedia or share documents via the Internet.
II. Online Reading Material / This factor seeks to identify the types of online reading materials that adolescents access both in school and outside school for academic assignments or to learn more about a personal interest or hobby. This factor addresses the types of information as well as the frequency of access in both of these settings.
III. Internet critical evaluation skills / This factor seeks to identify the critical evaluation behaviors that adolescents employ both in school and outside school to determine sources of information they access via the Internet as well as the accuracy of that information. This factor addresses the types and frequencies of critical evaluation behaviors in both of these settings.
IV. Technology Self-perception / The technology self-perception factor focuses on how adolescents view their own skill level with technology interaction.
Directions: The following items will be measured using a 5-point Likert scale ranging from Never to Several Times per Day OR a 7-point Likert scale ranging from Beginner to Expert.
  1. For each item, please indicate the category that each statement best fits by checking the appropriate column.
(Categories: I. Use of Internet Tools, II. Online Reading Material, III. Internet Critical Evaluation Skills, IV. Technology Self-perception)
  1. Please indicate how strongly you feel about your placement of the statement in its related category by checking the appropriate column. (Rating scale: 1 = Not sure, 2 = Somewhat sure, 3 = Very sure)
  1. Please indicate how relevant you feel each item is for the category by checking the appropriate column.
(Rating scale: N = Not relevant, S = Somewhat relevant, H = Highly relevant)
*Note: Space is provided at the end of the validation form to provide feedback on particular items. If you come across any items that need improvement, please provide us with suggestions at the end of this document. Thank you. / I. Use of Internet Tools / II. Online Reading Material / III. Critical Evaluation Skills / IV. Technology Self-perception / 1 = Not sure / 2 = Somewhat sure / 3 = Very sure / N = Not relevant / S = Somewhat relevant / H = Highly relevant
Rate your skill level for: Writing and sending email messages. (100%/100%/100%) / 7 / 7 / 7
I use the Internet to download music AT SCHOOL (86%/100%/71%) / 6 / 1 / 7 / 2 / 5
I use search engines OUTSIDE OF SCHOOL (100%/86%/100%) / 7 / 1 / 6 / 7
I use the Internet to read about literature AT SCHOOL (100%/86%/100%) / 7 / 1 / 6 / 7
I use the Internet to read about movie, music, or sports stars OUTSIDE OF SCHOOL (100%/86%/100%) / 7 / 1 / 6 / 7