Reading theory, online learning, digital literacies, hypertext navigation,
human-computer interaction, roles of text and graphics in comprehension,
information foraging theory, and video data analysis.
My work spans a range of topics and methodologies in literacy, with reading
theory as a central theme. My doctoral research involved developing a computer
simulation of word learning from experience. At this time I also began
corresponding with colleagues at the Moscow State Pedagogical University,
resulting in visits to conduct collaborative work in 1991 and 1996. In the
mid-1990s my work shifted to focus more specifically on reading theory and
practice in online environments like the web. In the past few years I have
begun working with video as a primary data, exploring the application of
technologies for capturing and analyzing video data in studies of online
Past research activities/experience:
Artificial neural networks, parallel distributed processing models in reading,
logic programming, teacher attitudes, and Russian reading education.
Model building and simulation have been important elements of my research. I
have explored a wide range of model building methodologies including logic
programming, artificial neural networks, and hybrid systems. As a result of my
collaboration with Russian colleagues I have also explored the history of
reading methods in Russia, where the concepts of phonological and phonemic
awareness were first developed and applied in literacy education by Konstantin
Ushinsky more than 150 years ago.
· Autism, Agency, and Human-Computer
· Reading and decision-making in a
simulated ecommerce task.
· An information foraging approach to
understanding online reading.
· On the role of text and graphics in
comprehending the four-panel comic strip.
I am currently engaged in several projects that address social
aspects of computer use, decision making in online literacy, modeling of online
literacies as information foraging, and the psychology of the classic
four-panel comic strip.
Selected Publications and Presentations:
McEneaney, J. E. (2013). Agency Effects in Human–Computer
Interaction. International Journal of Human-Computer Interaction, 29(12),
McEneaney, J. E. (2011). Web 3.0, Litbots, and TPWSGWTAU. Journal
of Adolescent and Adult Literacy, 54(5), 376-378.
McEneaney, J. E. (2009). Agency Attribution in Human-Computer Interaction. In
D. Harris (Ed.), Engineering psychology and cognitive ergonomics, HCII 2009
(pp. 81-90). Berlin: Springer-Verlag.
McEneaney, J. E. (2006). Agent-based Literacy Theory. Reading Research
Quarterly, 41(3), 2-21.
McEneaney, J. E. (2001). Graphic and numerical methods to assess navigation in
hypertext. International Journal of Human-Computer Studies, 55, 761-786.
McEneaney, J. E., Kolker, J., Ustinova, H. (1999). Technology Based Global
Education and its Implications for School/University Partnerships.
International Journal of Social Education, 13(2), 66-76.
McEneaney, J. E. (1997). Teaching them to read Russian: Four hundred years of
the Russian bukvar. The Reading Teacher, 51(3), 210-226.
McEneaney, J. E. (1995). Back-propagation learning under non-optimal
supervision: Developmental dyslexia in a computational model of reading. 1995
Proceedings of the Annual Conference of the Midwest Artificial Intelligence and
Cognitive Science Society, 126-131.
Research goals/plans for future projects:
· Does link choice influence reader
response in literary hypertext?
· Do computer display characteristics
influence subjective timing judgments?
I have two projects currently in development, one focusing on the
ways the availability of choice in hypertext links influences reader response
to literary text and a second project that is more methodological, focusing on
the ways the designs of experimental tasks in online studies of reading may
influence the results that are obtained.
Workshops, In-Service Institutes, and Community Events:
· Web Literacies
· Online Learning
· Classroom Technologies
· Video Data Analysis