When we read a text for different reasons in the service of different goals and interests, we read it in different ways, asking different questions, noticing different things, and generating different responses. ... What if young people were asked to identify their own goals for reading a text, to take responsibility for shaping what they learned from each other, and to translate their engagement with the text into a springboard for other creative, critical, and expressive activities? 

                                                 -- Jenkins & Kelley (2013) Reading in a Participatory Culture: Remixing Moby-Dick in the Classroom

research initiatives:

• New Literacies Research Team -- UConn Team of researchers (Don Lue, Lisa Zawalinski, Julie Coiro, Jill Castek, etc.) researching impacts of technology, internet and media online (see publications)
• Research of W. Ian O'Byrne at University of New Haven
  
• Online Reading Comprehension -- blog entry of sources compiled by Mary Kirchhof

See also articles of interest:

• Leu et al (2015) - Online Reading and Comprehension Research (RRQ) 
• Leu et al (2007) - What is New about New Literacies and Online Comprehension?
• -- 

instructional practices:

• Annotation of online texts -
• Dean, Jeremy, and Katherine Schulten. “Skills and Strategies | Annotating to Engage, Analyze, Connect and Create.” The New York Times Learning Network, November 12, 2015. http://learning.blogs.nytimes.com/2015/11/12/skills-and-strategies-annotating-to-engage-analyze-connect-and-create/
  

possible course books:

• Jenkins & Kelley (2013) Reading in a Participatory Culture: Remixing Moby-Dick in the Classroom
• New Literacies in the Age of Participatory Culture -- Chapter 1 from above book
• Connected Reading: Teaching Adolescent Readers in a Digital World (2015) Hawley Turner and Troy Hicks