Toward a Multifaceted Heuristic of Digital Reading to Inform Assessment, Research, Practice, and Policy

Autor/in	Coiro, Julie
Titel	Toward a Multifaceted Heuristic of Digital Reading to Inform Assessment, Research, Practice, and Policy
Quelle	In: Reading Research Quarterly, 56 (2021) 1, S.9-31 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.302
Schlagwörter	Electronic Publishing; Reading Processes; Heuristics; Reading Research; Reading Comprehension; Computer Uses in Education + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Leseprozess; Heuristik; Leseforschung; Leseverstehen; Computernutzung
Abstract	In this commentary, the author explores the tension between almost 30 years of work that has embraced increasingly complex conceptions of digital reading and recent studies that risk oversimplifying digital reading as a singular entity analogous with reading text on a screen. The author begins by tracing a line of theoretical and empirical work that both informs and complicates our understanding of digital literacy and, more specifically, digital reading. Then, a heuristic is proposed to systematically organize, label, and define a multifaceted set of increasingly complex terms, concepts, and practices that characterize the spectrum of digital reading experiences. Research that informs this heuristic is used to illustrate how more precision in defining digital reading can promote greater clarity across research methods and advance a more systematic study of promising digital reading practices. Finally, the author discusses implications for assessment, research, practice, and policy. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01