NDLI: Supporting middle school students' online reading of scientific resources: moving beyond cursory, fragmented, and opportunistic reading

Content Provider	Scilit
Author	Zhang, M.
Copyright Year	2012
Description	Journal: Journal of Computer Assisted Learning
Related Links	https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1365-2729.2012.00478.x
Ending Page	152
Page Count	15
Starting Page	138
ISSN	02664909
e-ISSN	13652729
DOI	10.1111/j.1365-2729.2012.00478.x
Journal	Journal of Computer Assisted Learning
Issue Number	2
Volume Number	29
Language	English
Publisher	Wiley-Blackwell
Publisher Date	2013-04-01
Access Restriction	Open
Subject Keyword	Journal: Journal of Computer Assisted Learning Education Research Information Literacy Online Learning Science Education Technology-based Scaffolding Strategies Web-based Resources
Content Type	Text
Resource Type	Article
Subject	Education E-learning Computer Science Applications

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Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
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8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Supporting middle school students' online reading of scientific resources: moving beyond cursory, fragmented, and opportunistic reading