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ERIC Number: EJ1085678
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0256-8543
Young Learners' Transactions with Interactive Digital Texts Using E-Readers
Brown, Sally
Journal of Research in Childhood Education, v30 n1 p42-56 2016
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A