Monday, October 31, 2011

Digital Libraries

Hillesund, Terje, and Jon E. Noring. "Digital Libraries and the Need for a Universal Digital Publication Format." Journal of Electronic Publishing 9, no. 2 (Summer 2006). doi:10.3998/3336451.0009.203.

This article isn't about the correlation between teenagers, digital readers, and literacy, but it is about electronic books, which directly affects my topic. In fact, Hillesund and Noring talk about how the multiple and different formats of electronic books, of usability issues in such formats, is preventing ebooks from becoming truly popular. This factor could also prevent literacy from increasing in teenagers through digital readers.

Summary:

Hillesund and Noring start out by explaining how digital libraries aren't being utilized like they should be because the plethora of different formats discourages use and creates usability issues. the four parts of this article:
  1. define and describe "digital reading"
  2. give a brief historical explanation
  3. place OpenReader in the historical context
  4. discuss the potential use of OpenReader format in digital libraries
Screen reading—known as digital reading—includes any sort of reading of digital material, such as email, text, websites, ebooks, etc. Reading is both intentional, for entertainment or knowledge, or functional, when web browsing, searching databases, or writing.

The idea of a universal digital format has certain requirements:
  • "Interoperability: The eBook industry (...) should be able to exchange eBooks independent of software and hardware."
  • "Extensibility: An eBook standard should be able to be extended to include new functionalities such as multimedia and user interaction."
  • "Applicability: An eBook format should be easily applicable to various kinds of related fields such as database system and wireless Internet."
  • "Openness: An eBook standard should be independent of a particular vendor. That is it must be an opened standard that is freely accessible."
  • Typographical Richness: "The format must have adequate internal structural resolution and presentation richness to allow very high typographic quality presentation."
  • Adaptability: "The format must allow end-users some altitude of control over the presentation parameters for personal needs and reading preferences, such as font size and other typographic settings. (...) A corollary of this requirement is that the format must be fully reflowable (...) in response to differing presentation hardware and end-user settings."
  • International: "The format must be capable of representing any language and glyph set in use today. The format is not universal unless it is truly international." (5-6)
Apparently, many ebook formats now are based somewhat on print formats, which aren't suitable for use with modern technology.

My Reflections:

A universal format would make it easier to combine different ebooks purchased or acquired from different devices or formats into one device. It might also make it more likely that ebooks will then be used by more people, such as teenagers, which could be an important factor in helping to increase literacy.

References:
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Sunday, October 30, 2011

Electronic Reading Workshops

Larson, Lotta C. 2008. Electronic Reading Workshop: Beyond Books with New Literacies and Instructional Technologies. Journal of Adolescent & Adult Literacy 52, no. 2: 121-31.

In this article, Larson focuses on instructors instead of students. Although my focus is on students when it comes to digital readers, obviously it's first imperative to help teachers to incorporate such technology into their curricula in the first place. The purpose of this article is to convince readers that "embedding technology in literacy methods courses is an effective factor in preparing tomorrow's teachers to weave technology into their lesson plans and, consequently, affect K–12 students during field experiences and in future classrooms" (121). Basically, teachers are a critical component to digital readers positively influencing teenage literacy, as they are the ones that can incorporate the technology and encourage the students.

Summary:

The article starts out with the general structure of a reading workshop:
  1. Literature selection
  2. Literature response journals
  3. Literature conversations
  4. Project response options
Then Larson incorporates technology into it, creating an electronic reading workshop (ERW). The literature selection in the ERW include ebooks and online materials, the response journals are online journals and blogs, discussions are online threads and chat rooms, and the response options include technology-based projects. Digital readers especially allow highlighting and note-taking in the text. Some teachers used the ERW and identified several ways to use the features of digital readers:
  • To highlight or underline key vocabulary or text passages to increase word recognitions and comprehension
  • To attach a document with spelling words, definitions, questions, or prompts relating to the text
  • To attach students' literature response journals as an electronic document, which provides easy access while reading
  • To accommodate struggling readers by changing font size and page format or by attaching an audio file with supportive comments or recorded text (123)
Several of the teachers involved with the ERW had both positive and negative things to say about the experience. The negative comments are especially important to me, as they will be influencing factors in whether or not teenagers will actually use digital readers:
  • Inconvenient to have to schedule a block of time around the computer
  • Distracted by other computer activities
  • Uncomfortable – don't get to "curl up" with a book
*Note that the focus was on electronic books on a computer, which isn't as convenient as a handheld device. Despite these issues, the response to electronic books was generally a positive one.

The other sections detailed 2-4 of the ERW workshop, which are interesting, but do not directly inform on my topic. Larson ends by saying that teachers have the responsibility to incorporate technology into their classes for the good of their students, and that the ERW provides a framework to integrate that technology.

My Reflections:

This article expands upon my supposition that electronic books and digital readers might enhance teenage literacy, by adding more elements of technology. I like the idea of the ERW, which brings a traditional reading workshop into modern technology. Certainly it is all becoming inextricably connected together.

References:

  • Atwell, N. (1998). In the middle: Writing, reading, and learning with adolescents (2nd ed.). Portsmouth, NH: Heinemann.
  • Borja, R.R. (2005). Podcasting craze comes to K-12 schools. Education Week, 25(14), 8.
  • Bus, A.G., de Jong, M.T., & Verhallen, M. (2006). CD-ROM talking books: A way to enhance early literacy? In M.C. McKenna, L.D. Labbo, R.D. Kieffer, & D. Reinking (Eds.), International handbook of literacy and technology (Vol. 2, pp. 129- 142). Mahwah, NJ: Erlbaum.
  • Calkins, L.M. (2001). The art of teaching reading. New York: Longman.
  • Carico, K.M. & Logan, D. (2004). A generation in Cyberspace: Engaging readers through online discussions. Language Arts, 81(4), 293-302.
  • Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups (2nd ed.). Portland, ME: Stenhouse.
  • Dobler, E. (2007/2008). Blogs as learning tools. Kansas Journal of Reading, 23, 18-25.
  • Grisham, D.L., & Wolsey, T.D. (2006). Recentering the middle school classroom as a vibrant learning community: Students, literacy, and technology intersect. Journal of Adolescent & Adult Literacy, 49, 648-660, doi:10.1598/JAAL.49.8.2.
  • Hancock, M.R. (2004). A celebration of literature and response: Children, books, and teachers in K-8 classrooms (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
  • Hancock, M.R. (2007). Language arts: Extending the possibilities. Upper Saddle River, NJ: Prentice Hall.
  • Hobbs, R. (2006). Multiple visions of multimedia literacy: Emerging areas of synthesis. In M.C. McKenna, L.D. Labbo, R.D. Kieffer, & D. Reinking (Eds.), International handbook of literacy and technology (Vol. 2, pp. 15-28). Mahwah, NJ: Erlbaum.
  • Huffaker, D. (2004). The educated blogger: Using weblogs to pro- mote literacy in the classroom. First Monday, 9(6). Retrieved November 20, 2006, from www.firstmonday.org/ISSUES/ issue9_6/huffaker/index.html
  • International Reading Association. (2002). Integrating literacy and technology into the curriculum (Position statement). Newark, DE: Author.
  • International Society for Technology in Education. (2008). NETS for Teachers: Supporting Digital Age Learners. Retrieved July 3, 2008, from www.iste.org/Content/NavigationMenu/ NETS/ForTeachers/NETS for_Teachers.htm
  • Labbo, L.D., & Reinking, D. (1999). Negotiating the multiple realities of technology in literacy research and instruction. Reading Research Quarterly, 34(4), 478-492, doi:10.1598/ RRQ.34.4.5
  • Larson, L.C. (2002). The Keypal project: Integrating litera- ture response and technology. Kansas Journal of Reading, 18, 57-62.
  • Larson, L.C. (2007). A case study exploring the "new literacies" dur- ing a fifth-grade electronic reading workshop. Doctoral dissertation, Kansas State University. Retrieved April 15, 2008, from krex. ksu.edu/dspace/handle/2097/352
  • Lefever-Davis, S., & Pearman, C. (2005). Early readers and electronic texts: CD-ROM storybook features that influ- ence reading behaviors. The Reading Teacher, 58(5), 446-454, doi:10.1598/RT.58.5.4
  • Leu, D.J., Jr. (2002). The new literacies: Research on read- ing instruction with the Internet. In A.E. Farstrup & S.J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 310-336). Newark, DE: International Reading Association.
  • Leu, D.J., Jr., Kinzer, C.K., Coiro, J.L., & Cammack, D.W. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technolo- gies. In R.B. Ruddell & N.J. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 1570-1613). Newark, DE: International Reading Association.
  • Ray, J. (2006). Welcome to the blogosphere: The educational use of blogs (aka edublogs). Kappa Delta Pi Records, 42(4), 175-177.
  • Roe, B.D. (2000). Using technology for content area literacy. In S.B. Wepner, W.J. Valmont, & R. Thurlow (Eds.), Linking literacy and technology: A guide for K—8 classrooms (pp. 133-158). Newark, DE: International Reading Association.
  • Rosenblatt, L. (1978). The reader, the text, the poem: The transac- tional theory of the literary work. Carbondale: Southern Illinois University Press.
  • Turbill, J., & Murray, J. (2006). Early literacy and new technolo- gies in Australian schools: Policy, research, and practice. In M.C. McKenna, L.D. Labbo, R.D. Kieffer, & D. Reinking (Eds.), International handbook of literacy and technology (Vol. 2, pp. 93-108). Mahwah, NJ: Erlbaum.
  • Valmont, W.J., & Wepner, S.B. (2000). Using technology to sup- port literacy learning. In S.B. Wepner, W.J. Valmont, & R. Thurlow (Eds.), Linking literacy and technology: A guide for K—8 classrooms (pp. 2-18). Newark, DE: International Reading Association.
  • Watts-Taffe, S., Gwinn, C.B., Johnson, J.R., & Horn, M.L. (2003). Preparing preservice teachers to integrate technology with the elementary literacy program. The Reading Teacher, 57(2), 130-138.
  • Weber, C.L., & Cavanaugh, T.W. (2006). Promoting reading: Using e-books with gifted and advanced readers. Gifted Child Today, 29(4), 56-63.
  • Wolsey, T.D. (2004). Literature discussions in cyberspace: Young adolescents using threaded discussion groups to talk about reading. Reading Online, 7(4). Retrieved April 15, 2008, from www.readingonline.org/articles/art_index.asp?HREF=/ articles/wolsey/
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Sunday, October 23, 2011

Reading Beyond the Lines

Adlington, Rachael. "Reading Beyond the Lines? The Role of Digital Texts and Technology in Reading Groups." Paper presented at the National Conference for Teachers of English and Literacy, Hobart, Tasmania, July 2009.

Adlington's article is about many different technological literacies—internet, games, drill and practices, word processors, CD ROM storybooks, and electronic readers—are being incorporated into classrooms. This is significant with my topic, in that the use of technology with children directly affects the abilities of teenagers to utilize such things, particularly electronic readers and CD ROM storybooks, to improve their own literacy.

Summary:

Adlington first comments on the "wide digital world" which is being accessed by children of all ages. Reading is no longer just focused on print, and that "a broader definition of reading needs to be fostered that includes reading visuals and animation" (3). She mentions that digital reading forces children to be literate in more than just words, which make technological education in children critical.

Adlington surveyed several teachers in their use of ICT (Information and Communications Technology) in the classroom. Electronic readers and CD ROM storybooks were more commonly used than most other technologies. However, although this was a small survey, it still showed a distinct lack of ICT use except in the most "exemplary" teachers. Many teachers complained about inadequate or a lack of hardware and software, making ICT use difficult. This, along with different skill levels in students in operating the technology and outdated or malfunctioning equipment, makes ICT use both difficult and frustrating. The exemplary teachers got around these issues by learning to be technologically savvy themselves and utilizing peer tutoring.

My Reflections:

Much of this article doesn't relate specifically to my topic, but the difficulties and issues of utilizing ICT encompasses the use of digital readers with teenagers. A lack of equipment is definitely a problem, and might get in the way of improving literacy (of the language variety) through digital means. It definitely stratifies students along social-class lines, which is an issue that I briefly touched on when first considering this topic.

References:
  • ABS. (2006). Children's participation in cultural and leisure activities. Canberra: Australian Bureau of Statistics. Retrieved July 12, 2007, from www.abs.gov.au/AUSSTATS/abs@.nsf/DetailsPage /4901.0Apr%202006?OpenDocument.pdf
  • Board of Studies New South Wales. (2007). English K - 6 syllabus. Sydney: Board of Studies New South Wales.
  • Hill, S. (2004). Mapping multiliteracies : Children of the new millennium: Report of the research project 2002-2004. Magill, South Australia: University of South Australia.
  • Hsieh, H., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15, 1277 - 1288.
  • Labbo, L., Eakle, A., & Montero, M. (2002). Digital language experience approach: Using digital photographs and software as a language experience approach innovation. Reading Online, 5(8), 19.
  • Lankshear, C., & Knobel, M. (2003a). New literacies: Changing knowledge and classroom learning. Great Britain: Open University Press.
  • Lankshear, C., & Knobel, M. (2003b). New technologies in early childhood literacy research: A review of research. Journal of Early Childhood Literacy, 3(1), 59-82.
  • Lankshear, C., & Knobel, M. (2004). New literacies: Research and social practice. Paper presented at the National Reading Conference. Retrieved October 28, 2005, from http://www. geocities.com/c.lankshear/nrc.html
  • Lenhart, A., Madden, M., Rankin McGill, A., & Smith, A. (2007). Teens and social media: Pew Internet & American Life Project. Retrieved April 8, 2008, from www.pewinternet.org/pdfs /PIP_T eens_Social_Media_Final.pdf
  • Livingstone, S., & Bober, M. (2005). UK children go online: Final report of key project findings. Economic and Social Research Council, UK. Retrieved December 7, 2007, from http://eprints.lse.au.uk/395.01/UKCGOsurveyreport.pdf
  • Mackey, M. (2003). Researching new forms of literacy. Reading Research Quarterly, 38(3), 403-408.
  • Marsh, J. (2006). Digital animation in the early years: ICT and media education. In M. Hayes & D. Whitebread (Eds.), ICT in the early years (pp. 123-135). Berkshire, England: Open University Press.
  • Merchant, G. (2008). Digital writing in the early years. In D. Leu, J. Coiro, M. Knobel & C. Lankshear (Eds.), The Handbook of Research on New Literacies. New York: Lawrence Erlbaum.
  • Nixon, H. (2003). New research literacies for contemporary research into literacy and new media? Reading Research Quarterly, 38(3), 407-414.
  • New South Wales Department of School Education. (1997). Teaching Reading: A K - 6 Framework. Ryde, New South Wales: New South Wales Department of School Education Curriculum Directorate.
  • Rideout, V., Vandewater, E., & Wartella, E. (2003). Zero to six: Electronic media in the lives of infants, toddlers and preschoolers: The Henry J. Kaiser Family Foundation. Retrieved June 26, 2007, from http://www.kaisernetwork.org/health_cast/uploaded_files/102803_kff_kids_report.pdf
  • Sutherland-Smith, W. (2002). Weaving the literacy web: Changes in reading from page to screen. The Reading Teacher, 55(7), 662-670.
  • Turbill, J. (2001). A researcher goes to school: Using technology in the kindergarten literacy curriculum. Journal of Early Childhood Literacy, 1(3), 255-279.
  • Turbill, J. (2003). Exploring the potential of the digital language experience approach in Australian classrooms. Reading Online, 6(7), 11.
  • Unsworth, L. (2006). e-Literature for children: Enhancing digital literacy learning. New York: Routledge.
  • Unsworth, L. (2008). Multiliteracies and metalanguage: Describing image/text relations as a resource for negotiating multimodal texts. In J. Coiro, K. MIchelle, C. Lankshear & D. Leu (Eds.), Handbook of research on new literacies (pp. 379-408). New York: Lawrence Erlbaum Asociates.
  • Walsh, C. (2007). Creativity as capital in the literacy classroom: Youth as multimodal designers. Literacy, 41(2), 79-85.
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Tuesday, October 18, 2011

e-Reading and e-Responding

Larson, Lotta C. 2009. e-Reading and e-Responding: New Tools for the Next Generation of Readers. Journal of Adolescent & Adult Literacy 53, no. 3: 255-58.

The many features and tools of eBooks, multimodal as well as interactive, help to "foster literacy development and reading comprehension" (256). These tools include video, audio, and hyperlinks; inserting, deleting, and replacing text; highlighting and underlining words; formatting text size and screen layout; inserting notes and adding comments; and searching for words and looking them up. This tools make it possible to help increase literacy in teenagers.

Summary:

Larson observed ten fifth-graders using digital readers. although none of the students had experience using digital readers, eight were in favor, one was ambivalent, and the other was against it. The students used the features on the digital readers, which included highlighting material and using the notes feature. These notes revealed several things:
  1. Students didn't worry about grammar and spelling.
  2. It showed perceptions about events.
  3. Conveyed lack of information or desire for more information.
  4. Reflected students' spontaneity and impulsiveness.
According to Larson, the students "engaged in new literacy practices by envisioning new ways to access their thought processes" (256). Afterwards, all the students reported a preference for eBooks. Through this tool, students could respond to text and show their interpretation of the literature.

My Reflections:

When I first envisioned my research topic—how digital readers positively influence teenage literacy—I was thinking more along the lines of how literacy is improved by teenagers being more likely to read eBooks than regular books. However, Larson's article makes me think that literacy can be improved through the tools of digital readers. Students' spontaneous notes certainly make it easy for teachers to explore the way and what students are learning.

References:
  • Evans, J. (2005). The changing nature of literacy in the twenty- first century. In J. Evans (Ed.), Literacy moves on: Popular culture, new technologies, and critical literacy in the elementary classroom (pp. 1-12). Portsmouth, NH: Heinemann.
  • Hancock, M.R. (2008). The status of reader response research: Sustaining the reader's voice in challenging times. In S. Lehr (Ed.), Shattering the looking glass: Challenge, risk, and con- troversy in children's literature (pp. 97-116). Norwood, MA: Christopher-Gordon.
  • Kress, G.R. (2003). Literacy in the new media age. London, UK: Routledge.
  • Larson, L.C. (2007). A case study exploring the "new literacies" during a fifth-grade electronic reading workshop. Doctoral dissertation, Kansas State University. Retrieved April 15, 2008, from krex .ksu.edu/dspace/handle/2097/352
  • Larson, L.C. (2008). Electronic reading workshop: Beyond books with new literacies and instructional technologies. Journal of Adolescent & Adult Literacy, 52(2), 121-131. doi:10.1598/ JAAL.52.2.3
  • Larson, L.C. (2009). Reader response meets new literacies: Empowering readers in online learning communities. The Reading Teacher, 62(S), 638-648. doi:10.1598/RT.62.8.2
  • Rosenblatt, L.M. (1995). Literature as exploration (5th ed.). New York: Appleton-Century-Crofts Modern Language Association. (Original work published 1938)
  • Shamir, A., & Korat, O. (2006). How to select CD-ROM storybooks for young children: The teacher's role. The Reading Teacher, 59(6), 532-543. doi:10.1598/RT.59.6.3
  • Curtis, C.R (1996). The Watsons go to Birmingham—1963. [Adobe Reader version].Retrieved from www.ebooks.com
  • Curtis, CP. (1999). Bud, not Buddy. [Adobe Reader version]. Retrieved from www.ebooks.com



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Wednesday, October 12, 2011

Digital Readers: The Next Chapter in E-Book Reading and Response

Larson, Lotta C. 2010. Digital Readers: The Next Chapter in E-Book Reading and Response. The Reading Teacher 64, no. 1: 15-22.

"Traditional definitions of reading and writing are insufficient in today's world as today's students encounter and interact with new digital literacies" (Larson 2010, 16). Larson examines digital readers in this article not just as text in an electronic format, but as a reading tool with a plethora of subsequent tools with which to engage and encourage children to read. As far as my research project goes, this ties in perfectly with digital readers encouraging literacy in teenagers. It might be that these "tools" Larson describes are just the things to push kids in that direction.

Summary:

Background. Larson begins the article by citing several studies suggesting that interaction with text motivates children to read more, suggesting that the tools and option found in digital readers might then help to increase learning and literacy.

Purpose. The questions of this study are two fold. First, how digital readers can support children, and secondly what new avenues they offer.

Methodology. Using qualitative methodology, through field notes and interviews with students, parents, and the teacher, Larson observed two second grade girls as they used a kindle to read a book (Friendship According to Humphrey) and make notes and annotations.

Findings. Larson states that "digital reading devices with second-grade students promotes new literacies practices and extends connections between readers and text as engagement with and manipulation of text is made possible through electronic tools and features" (Larson 2010, 17).

The note taking tools showed responses that were spontaneous. The notes the girls took fell into five categories: understanding of the story, personal meaning making, questioning, answering, and text features and literary evaluation.

Other digital tools they used included adjusting the font size, using the built-in dictionary, and accessing the text-to-speech features. The last feature, text-to-speech enables the reader to listen to the words, which might be helpful for any number of reasons, in this case helping the girls to pronounce certain words.

One of the girls, Amy, who didn't like to read, found it exciting to read on the kindle and became an avid reader. The other girl, Winnie, took notes that showed the personality of the normally quiet girl. Both girls thought it was "cool" to read on a kindle.

Conclusions. Larson concludes that there are fantastic learning capabilities with digital readers that can prove beneficial in the classroom, particularly through the use of the features. She does emphasize the importance of further studies in this area, recognizing the small size of this case study.

My Reflections:

This is a fascinating case study which encourages me in my mission to see if digital readers can indeed improve literacy. The age group is a little young for what I was looking into—teenagers instead of children. Younger children might be easier to manipulate, so to speak, into reading on digital devices; it's a good idea to start them down that path of literacy while they're young. Trying to encourage teenagers might require some different motivations. The "coolness" factor might help. Is it too late to try to encourage literacy in a young adult? I don't know. I hope not.

References:
  • Bearne, E. (2005). Multimodal texts: What they are and how children use them. In J. Evans (Ed.), Literacy moves on: Popular culture, new technologies, and critical literacy in the elementary classroom (pp. 13-29). Portsmouth, NH: Heinemann.
  • Booth, D.W. (2006). Reading doesn't matter anymore: Shattering the myths of literacy. Portland, ME: Stenhouse.
  • Burrell, C, & Trushell, J. (1997). "Eye-candy" in "interactive books"?A wholesome diet? Reading, 31(2), 3-6.
  • Dekker, M.M. (1991). Books, reading, and response: A teacher researcher tells a story. The New Advocate, 4(1), 37-46.
  • Eagleton, M.B., & Dobler, E. (2007). Reading the web: Strategies for Internet inquiry. New York: Guilford.
  • Fasimpaur, K. (2004). E-books in schools: Check out the reasons why e-books are gaining in popularity in K-12 schools. Media & Methods, 40(5), 12.
  • Glasgow, J.N. (1996). It's my turn! Part II: Motivating young readers using CD-ROM storybooks. Learning and Leading With Technology, 24(4), 18-22.
  • Goldsborough, R. (2009). The latest in books and the Internet. Tech Directions, 65(10), 11.
  • Hancock, M.R. (1993). Exploring the meaning-making process through the content of literature response journals. Research in the Teaching of English, 27(4), 335-368.
  • Hancock, M.R. (2008). The status of reader response research: Sustaining the reader's voice in challenging times. In S. Lehr (Ed.), Shattering the looking glass: Challenge, risk, and controversy in children's literature (pp. 97-116). Norwood, MA: Christopher-Gordon.
  • International Reading Association. (2009). New literacies and 21st century technologies: A position statement of the International Reading Association. Newark, DE: Author.
  • Kucer, S.B. (2005). Dimensions of literacy: A conceptual base for teaching reading and writing in school settings (2nd ed.). Mahwah, NJ: Erlbaum.
  • Lankshear, C. (with Gee, J., Knobel, M., & Searle, C) (1997). Changing literacies. Buckingham: Open University Press.
  • Larson, L.C (2007). A case study exploring the "new literacies" during a fifth-grade electronic reading workshop. Doctoral dissertation, Kansas State University. Retrieved February 19, 2010, from krex.k-state.edu/dspace/handle/2097/352
  • Larson, L.C. (2008). Electronic reading workshop: Beyond books with new literacies and instructional technologies. Journal of Adolescent & Adult Literacy, 52(2), 121-131. doi:10.1598/ JAAL.52.2.3
  • Larson, L.C. (2009). E-reading and e-responding: New tools for the next generation of readers. Journal of Adolescent & Adult Literacy, 55(3), 255-258. doi:10.1598/JAAL.53.3.7
  • Leu, D.J. (2002). The new literacies: Research on reading instruction with the Internet. In A.E. Farstrup & S.J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 310-336). Newark, DE: International Reading Association.
  • Leu, D.J., Kinzer, CK., Coiro, J., & Cammack, D.W. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. In R.B. Ruddell & N. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 1570-1613). Newark, DE: International Reading Association.
  • Matthew, K.I. (1996). The impact of CD-ROM storybooks on chil dren's reading comprehension and reading attitude. Journal of Educational Multimedia and Hypermedia, 5(3-4), 379-394.
  • Reinking, D. (1998). Synthesizing technological transformations of literacy in a post-typographical world. In D. Reinking, M.C McKenna, L.D. Labbo, & R.D. Kieffer (Eds.), Handbook of literacy and technology: Transformations in a post-typographic world (pp. xi-xxx). Mahwah, NJ: Erlbaum.
  • Rosenblatt, L.M. (1938). Literature as exploration. New York: Appleton-Century-Crofts.
  • Rosenblatt, L.M. (1978). The reader, the text, the poem: The trans actional theory of the literary work. Carbondale: Southern Illinois University Press.
  • Stake, R.E. (2000). Case studies. In N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 435 454). Thousand Oaks, CA: Sage.
  • Wollman-Bonilla, J.E., & Werchadlo, B. (1995). Literature re sponse journals in a first-grade classroom. Language Arts, 72($), 562-570.
  • Birney, B.G. (2006). Friendship according to Humphrey
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Thursday, October 6, 2011

"Teens Don't Read Books Anymore"

Moyer, Jessica E. 2010. "Teens today Don't Read Books Anymore": A Study of Differences in Interest and Comprehension Based on Reading Modalities: Part 1, Introduction and Methodology. Journal of Research on Libraries and Young Adults 1, no. 1 (Nov 2010).

The older generations continually harp on the younger generations, mostly teenagers and young adults about not reading more. In fact, a few studies have shown that teenagers read significantly less than teenagers did twenty years ago. It was decided by experts that literacy was generally on a sharp decline. In fact, the idea of teenagers and literacy is a concern of mine as well and Moyer focuses on this topic, adding that perhaps these previous studies do not take into account the digital reading that teenagers participate in. Moyer's research question asks if it is true that teenagers are reading less or if they're are just reading in "nontraditional formats that are underreported."

Summary:

Background. Moyer begins my giving a background in the recent literacy surveys that have been performed:
  • NEA survey Reading at Risk: A Survey of Literary Reading in America (2004)
  • USA Today story "One in four read no books last year" (2007)
  • NEA analysis To Read or Not to Read (2007)
  • NEA Reading on the Rise (2009)
  • The Pew Internet and American Life Project report The Internet and Daily Life (2004)
  • Study Writing Technology, and Teens
  • Pew report Teens and Social Media (2007)
  • Kaiser Family Foundation research Generation M: Media in the Lives of 8 to 18 Year Olds (2005)
Moyer points out that in the NEA studies that report a fall of literacy, only print-based reading was considered, which doesn't mean much in a society with so much technical growth: "By continuing to disregard nonfiction, digital reading, and audiobook listening, the NEA reports show only a slice of the true reading habits of today's teen readers." Which basically means that there's more than one way to skin a cat as far as reading goes, and those other ways include computer, smart phone, and internet literacy. The rest of the studies and surveys performed by Pew and the Kaiser Family Foundation delve into media and technology in teenagers' lives.

Data. Moyer used three different data sources to determine the idea that teenage literacy has just changed venues, so to speak, from traditional to nontraditional formats:
  1. Observational Quantitative Data (to provide baseline data)—ACT scores are gathered to determine basic reading ability; background knowledge test administered; ranking of media formats (audiobook, e-book, and print) that subjects prefer; reading habit questions.
  2. Experimental Data—Based on formats, interests, engagement, and comprehension by having subjects read three selections (from mystery sub-genres because they are popular and the least hated among other genres) in three formats from three texts followed by measurement (of interest and comprehension).
  3. Case Studies—Subjects interviewed afterwards.
Procedures. In this section, Moyer explains that the study will encompass about ninety minutes for each subject. The subjects will complete the background survey and be randomly assigned to a group for the experiment. The formats will include reading from a Kindle book, a printed book, and listening to a Playaway audio book. After each format, the subjects will answer the interest and comprehension questions. Then they will complete a questionnaire. Some of the subjects will also be interviewed.

Analysis. ANOVA and ANCOVA will be used for data analysis. Format is the independent variable and comprehension, interest, and engagement are the dependent variables. Nesting variables will be used to "increase the likelihood" that the findings are based on the format. Correlational analyses will be used on the questionnaires and the differences in the sample. The interviews will be transcribed.

Write-Up. Moyer plans to use traditional scientific reporting incorporated with the case study interviews. Interestingly, Moyer also wants the report to be nontraditional to reflect the nontraditional reading formats, by turning it into a wiki, which makes sense with her statements that reading has turned largely into a digital endeavor.

My Reflections:

So this article is apparently only part of Moyer's dissertation—the proposal— and I'm hoping to uncover the findings, probably in that wiki she mentioned. I'm excited about this research, because it directly reflects on what I want to uncover, if digital reading might actually increase teenage literacy. She's trying to prove that literacy hasn't decreased, just moved to different formats. I'd like to build on that, see if digital formats don't actually positively affect teenage reading.

References: (From Moyer's article)
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Monday, September 26, 2011

Electronic Education Report

This article, Scholastic's Read 180 will Be Used by Four of First Eight Striving Readers Grant Recipients, isn't exactly what I expected. Of course, I haven't found anything to exactly match my topic, but this article gives me some ideas. It talks about this digital program from scholastic to help kids with reading. So I wonder now, how can digital reading devices be used for educational purposes? Are there digital devices that not only provide a reading medium but maybe also tutorials or other helpful reading advice for kids? Can something combine the two, perhaps?
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