Reading by Design: Two Case Studies of Digital Reading Practices

Autor/inn/en	Rowsell, Jennifer; Burke, Anne
Titel	Reading by Design: Two Case Studies of Digital Reading Practices
Quelle	In: Journal of Adolescent & Adult Literacy, 53 (2009) 2, S.106-118 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1598/JAAL.53.2.2
Schlagwörter	Reading Comprehension; Ideology; Semiotics; Case Studies; Middle School Students; Foreign Countries; Literacy; Video Games; Adolescents; Canada; United States + Suchen Sie Ihr Suchwort? Leseverstehen; Ideologie; Semiotik; Case study; Fallstudie; Case Study; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Video game; Videospiel; Videospiele; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kanada; USA
Abstract	The digital reading practices of two middle school students in US and Canadian contexts are examined. Using a multimodal discourse framework, the authors contemplate what digital reading practice is and distinctive practices of reading texts online compared with printed, school-based literacy practices. By focusing on two different genres of online texts, the authors illustrate the diversity of reading practices that digital texts entail. Alongside mapping out practices, the article aligns practices with reader subjectivities and describes how one informs the other. At the end of the article, implications for practice are foregrounded, such as using design to facilitate comprehension, invoking producer agendas in the act of reading, and identifying discourses and ideologies through the distribution of visuals and modalities within the semiotics of texts. (Contains 3 figures and 2 tables.) (As Provided).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10