Complementarity of Reading from Paper and Screen in the Development of Critical Thinking Skills for 21st-century Literacy.

Ślęzak-Świat, Agnieszka

doi:10.31261/tapsla.7564

Cited by 2 publications

(2 citation statements)

References 6 publications

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“…Readers have to manage texts acquired from multiple both print and online sources adjusting their note taking formats accordingly. As far as research on longhand vs. typed notes is concerned, it still displays screen inferiority effect (Kong et al, 2018;Singer & Alexander, 2017;Ślęzak-Świat, 2019) as it indicates to the fact that that annotation on paper integrates more smoothly with reading than the on-line one (O'Hara & Sellens, 1997). Further neurolinguistic research (Vinci-Booher et al, 2016;James, 2017) corroborates such integration, proving that handwriting connects more visual and motor networks in the brain being conducive to memorization and retrieval of concepts that are written down.…”

Section: Translanguaging and Transmedia Note Taking Formatsmentioning

confidence: 99%

Development of Digital Literacy – Translanguaging and Transmedia Note Taking Formats for Academic Reading

Ślęzak-Świat¹

2022

TAPSLA

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Generative note taking, being one of the strategies applied to manage difficult texts, requires not only comprehension and selection of information but also production. The current study focuses on note taking formats for a text read with the intention to summarise. Its focal aim is to improve both practical and theoretical understanding of this activity. It involves 103 second year English Department students, investigating how readers of FL engage with complex texts, how they were instructed in note taking and what note taking strategies they employ for comprehending academic texts. The analysis of the collected data attempts to indentify how readers’(n=103) translanguaging and transmedia (n=103) note taking formats help increase their engagement in and access to difficult texts in L2. It shows that the subjects have not transitioned from the paper interface to the digital one, since they still display the screen inferiority effect in their reading habits. The collected data shows that only some subjects (n=42/103) received some form of instruction in paper note taking techniques or digital applications facilitating note taking. The students were not able to enumerate more than 4 note taking applications which would be conducive to their formation of a coherent interpretation of the digital text they read. The author contends that overt note taking instruction in both paper and digital mode will create avenues for encouraging, interacting and engaging in reading. Instruction in that field needs to be modified with regard to digital note taking/annotating tools to make use of the note taking formats available for processing digitally interfaced texts.

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Section: Translanguaging and Transmedia Note Taking Formatsmentioning

confidence: 99%

Development of Digital Literacy – Translanguaging and Transmedia Note Taking Formats for Academic Reading

Ślęzak-Świat¹

2022

TAPSLA

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“…When all of this is considered, reading from a screen differs from reading from a paper. Changes in the reading interface that readers are exposed to cause changes in reading ability (Slezak-Swiat, 2019). Today, it is important to learn reading abilities from screens in addition to those for reading on paper.…”

Section: Introductionmentioning

confidence: 99%

Reading environment and fluent reading skills

Işık

2023

PEDAGOGICAL RES

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Language skills have an important place in people’s thinking, understanding people around them and expressing themselves. Reading skills, which are among the other language skills, play a vital role for an individual in adapting them into his daily life. Reading should not be interpreted as recognizing merely the letters, the word and articulating them. In addition to understanding what is written, being able to read fluently is also one of the skills that need to be developed in reading teaching. In today’s developing conditions, thanks to the effective use of technological tools in every aspect of our lives reading is not only done on paper, but also on the screens of many different technological devices. Considering all these, reading on the screen is different from reading on paper, and the development of reading skills from the screen is currently necessary as well as the development of paper reading skills. The aim of this research is to determine the role of the reading environment on fluent reading skills. 24 students who were enrolled in the third and fourth grades of a primary school in the center of Bartin participated in the study. The demographic features of the students such as gender, class, possession of technological tools (computer, tablet, smart phone, etc.), and duration of use of technological tools were identified using a personal information form. Using a formula developed for Turkish by Atesman (1997), which permits estimating the readability level of the text based on word and sentence length, a text consisting of 189 words with an “easy” readability level was chosen in order to test the students’ fluency in reading. This text was read by the students both on paper and on the tablet computer screen, and their fluent reading skills were evaluated. In the end of the research, it is determined that the number of words students correctly read, the rates of their correct reading and prosodic reading skills differ according to the time of using a computer in reading from the screen; the number of words read correctly differs according to the time it takes to have a tablet computer in reading from paper; the classes differ in both paper reading and screen reading in favor of the 4th classes, whereas the correct reading rates differ only in paper reading. In line with the results of the research, suggestions were made to support the use of electronic media in schools and improve reading skills by supporting the use of technological tools.

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Complementarity of Reading from Paper and Screen in the Development of Critical Thinking Skills for 21st-century Literacy.

Cited by 2 publications

References 6 publications

Development of Digital Literacy – Translanguaging and Transmedia Note Taking Formats for Academic Reading

Development of Digital Literacy – Translanguaging and Transmedia Note Taking Formats for Academic Reading

Reading environment and fluent reading skills

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