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 This, along with different skill levels in students in operating the technology and outdated or malfunctioning equipment, makes ICT use both difficult and frustrating.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.

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