Reading in the Digital Age: Young Children’s Experiences with E-books:International Studies with E-books in Diverse Contexts

图书简介

This edited book focuses on affordances and limitations of e-books for early language and literacy, features and design of e-books for early language and literacy, print versus e-books in early language and literacy development, and uses of and guidelines for how to use e-books in school and home literacy practices. Uniquely, this book includes critical reviews of diverse aspects of e-books (e.g., features) and e-book uses (e.g., independent reading) for early literacy as well as multiple examinations of e-books in home and school contexts using a variety of research methods and/or theoretical frames. The studies of children’s engagement with diverse types of e-books in different social contexts provide readers with a contemporary and comprehensive understanding of this topic. Research has demonstrated that ever-increasing numbers of children use digital devices as part of their daily routine. Yet, despite children’s frequent use of e-books from an early age, there is a limited understanding regarding how those e-books are actually being used at home and school. As more e-books become available, it is important to examine the educational benefits and limitations of different types of e-books for children. So far, studies on the topic have presented inconsistent findings regarding potential benefits and limitations of e-books for early literacy activities (e.g., independent reading, shared reading). The studies in this book aim to fill such gaps in the literature.

Introduction; Ji Eun Kim and Brenna Hassinger-Das.- Part I: E-book Features and Literacy Development.-The Four Pillars of Learning: E-books Past, Present, and Future;Brenna Hassinger-Das, Rebecca Dore and Jennifer M. Zosh.-From Print to Digital: The Medium is Only Part of the Message; Mary L. Courage.-The Promise of Multimedia Enhancement in Children’s Storybooks;Adriana G. Bus, Burcu Sar? and Zsofia K. Takacs.-E-Book Design and Young Children’s Behaviour: The Case of Alphabet Books; Mary Ann Evans.- Part II: E-books and Literacy Practices at Home.-Parent Preferences: E-books versus Print Books; Roxanne A. Etta.-Technology Support for Adults and Children Reading Together;Glenda L. Revelle, Gabrielle A. Strouse, Georgene L. Troseth, Susan Rvachew and Dahlia Thompson Forrester.- Part III: E-books and Literacy in Practices in Schools.-Digital Reading Programs: Definitions, Analytic Tools and Practice Examples;Jeremy Brueck, Lisa A. Lenhart and Kathleen A. Roskos.-The Power of a Story: Reading Live and Electronic Storybooks to Young Children;Kevin M. Wong and Susan B. Neuman.-The Effects of Digital Literacy Support Tools on First Grade Students’ Comprehension of Informational Ebooks;Heather Herman and Katia Ciampa.-Designing Dialogs Around Picture Book-apps;Elise Seip Tønnessen and Trude Hoel.-Practical Strategies for E-book Use in Early Childhood Classrooms (K-5);Amelia K. Moody and Jeanne Swafford.- Part IV: E-books and Special Populations.-Metacognitive Intervention with E-books to Promote Vocabulary and Story Comprehension among Children at Risk for Learning Disabilities;Adina Shamir and Gila Dushnitzky.-A Meta-Analysis of Multimedia Applications: How Effective Are Interventions with E-books, Computer-Assisted Instruction and TV/Video on Literacy Learning?Victor H. P. van Daal, Jenny Miglis Sandvik and Herman J. Adèr.

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Reading in the Digital Age: Young Children’s Experiences with E-books:International Studies with E-books in Diverse Contexts（Literacy Studies） 数字时代读物：幼儿电子书体验：不同背景下的电子书国际研究 学前教育学

Reading in the Digital Age: Young Children’s Experiences with E-books:International Studies with E-books in Diverse Contexts（Literacy Studies）

数字时代读物：幼儿电子书体验：不同背景下的电子书国际研究
学前教育学