Read, write, touch: Co‐construction and multiliteracies in a third‐grade digital writing exercise.
Abstract: Many researchers and educators believe that reading and writing instruction needs to change in order to reflect the multimodal, technological, interactive nature of communication today. To date, few studies have examined how touchscreen devices may influence primary school students' readin...
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 2; pp. 162 - 174 |
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| Autores principales: | , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=128312181&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 128312181 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2018 vid: 34 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 128312181 128312181 128312181 10.1111/jcal.12224 128312181 ppf: 162 ppct: 12 formats: tig: atl: Read, write, touch: Co‐construction and multiliteracies in a third‐grade digital writing exercise. aug: au: Cordero, Kristina Nussbaum, Miguel Ibaseta, Valentina Otaíza, María José Chiuminatto, Pablo affil: Departamento de Ciencia de la Computación, Pontificia Universidad Católica de Chile, Escuela de Ingeniería, Chile sug: subj: Writing Education Students, Elementary Costa Rica Computer-Assisted Instruction Costa Rica Costa Rica Human Funding Source User-Computer Interface Conceptual Framework Computers, Hand-Held Female Male Literacy Questionnaires Female Male ab: Abstract: Many researchers and educators believe that reading and writing instruction needs to change in order to reflect the multimodal, technological, interactive nature of communication today. To date, few studies have examined how touchscreen devices may influence primary school students' reading and writing practices. Guided by Vygotsky's notion of co‐construction and aspects of the New London Group's multiliteracies framework, we built an original multimodal tablet tool and examined how 51 third graders in Costa Rica used it to co‐construct and design meaning in a reading‐to‐writing activity. The first aim of this study, therefore, is to understand how multimodality and technology can work together to support young people's reading and writing. Secondly, we asked how a specific interactive, touchscreen feature might positively contribute to third graders' writing samples. The key findings were that the tool used in this study encouraged a broad range of writing practices, that the touch feature supported co‐construction, and that the careful integration of touchscreen features can engage and motivate students in reading and writing activities. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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