Teaching Young Readers to Navigate a Digital Story When Rules Keep Changing.
As mobile technologies such as tablets and smartphones offer opportunities to view stories in digital format, young readers are faced with new challenges in the reading task. The authors conducted an exploratory study of digital story applications on a mobile reading device and found that digital st...
| Publicado en: | Reading Teacher Vol. 67; no. 8; pp. 606 - 619 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
May2014
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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=hlh&AN=95772271&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 95772271 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: May2014 vid: 67 iid: 8 pid: 480 pub: Wiley-Blackwell artinfo: ui: 95772271 10.1002/trtr.1259 ppf: 606 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P size: 553KB tig: atl: Teaching Young Readers to Navigate a Digital Story When Rules Keep Changing. aug: au: Javorsky, Kristin Trainin, Guy su: Reading (Elementary) Electronic books Mobile apps Educational technology research Electronic book readers Educational games sug: subj: Reading (Elementary) Electronic books Mobile apps Educational technology research Electronic book readers Educational games keyword: Digital/media literacies Instructional strategies, teaching strategies New literacies Persistence Strategies, methods, and materials ab: As mobile technologies such as tablets and smartphones offer opportunities to view stories in digital format, young readers are faced with new challenges in the reading task. The authors conducted an exploratory study of digital story applications on a mobile reading device and found that digital story applications are capable of taking large departures from paper-based text in both features and conventions, and moreover, that these differences are currently presented to readers in multiple, sometimes unpredictable ways. We propose that the existence of this variability itself is a key concept that young readers of digital texts must acquire, and suggest several practical strategies for use in the classroom to foster this understanding. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2014 holdings: @attributes: islocal: N |
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