It’s time to turn the digital page: Preservice teachers explore e-book reading
Abstract
This article describes what happened when 49 preservice teachers participated in an e-book reading experience in order to prepare them to teach with e-books in K-12 classrooms. In addition to examining the preservice teachers' digital reading behaviors and dispositions, this manuscript also examines reader factors and text factors of digital texts and their impact on comprehension; how K-12 students and teachers utilize e-books in today's classrooms; trends in e-book technologies; and the reasons why new literacies in general, and e-books in particular, should become part of a balanced literacy approach.
Reference
Larson, L. C. (2012). It's time to turn the digital page: Preservice teachers explore e-book reading. Journal of Adolescent & Adult Literacy, 56(4), 280–290.
Journal
Journal of Adolescent and Adult Literacy
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- Elementary school
- University
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
49
Other Participant Data
- Students in tutorial setting
Duration of Data Collection
Data Sources
- Document Analysis
- Observations
- Survey
Data Analysis Tools
Researcher Positionality
- Inside (studying their own practices)
Research Questions
How does participation in an e-book reading experience influence the ways preservice teachers think about digital texts and reader comprehension.
"I asked 49 preservice teachers to participate in an e-book reading experience to help them better understand transformations in digital texts and their impact on reader comprehension" (p. 282)
Is this research question explicit from the manuscript? No