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| Autor/in | Brown, Sally |
|---|---|
| Titel | Young Learners' Transactions with Interactive Digital Texts Using E-Readers |
| Quelle | In: Journal of Research in Childhood Education, 30 (2016) 1, S.42-56 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0256-8543 |
| DOI | 10.1080/02568543.2015.1105887 |
| Schlagwörter | Grade 2; Electronic Learning; Handheld Devices; Picture Books; Electronic Publishing; Workshops; Transcripts (Written Records); Interviews; Discourse Analysis; Comparative Analysis; English Language Learners; Emergent Literacy; Participant Observation; Interaction Process Analysis; Student Attitudes; Learning Experience; Qualitative Research; Grounded Theory |
| Abstract | This year-long qualitative study draws from multimodal theory and New Literacies Studies to document the digital literacy experiences of a diverse group of 2nd-graders using e-readers. Twenty-first century classrooms must expand traditional notions of literacy to prepare students for the ever-changing, media-rich world. Students participated in small-group digital reading workshops, where they read interactive picture books. The data mainly drew from transcripts of student interactions and open-ended interviews and were analyzed through a combination of comparative and discourse analyses. The author argues that multimodal texts offer opportunities for rehearsal of literacy practices, engagement, talk as a choice of reader response, and student agency. Even though personal digital devices offer opportunities for independent reading, young readers still need social interactions around books to co-construct meaning. The study found the students spent additional time reading and successfully mediated the available resources as they engaged in digital reading. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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