Contours of Teenagers’ Reading in the Digital Era: Scoping the Research

Rutherford, Leonie; Waller, Lisa; Merga, Margaret K.; McRae, Michelle; Bullen, Elizabeth; Johanson, Katya

doi:10.1080/13614541.2017.1280351

Cited by 11 publications

(6 citation statements)

References 37 publications

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“…Therefore, to improve national performance, there is a need for "a more focused and targeted approach, rather than sweeping national reforms" (Gorur and Wu, 2015: 662), giving greater attention to place. Place may also influence adolescent reading and writing motivation, resourcing, and opportunity (Graham, 2018;Rutherford et al, 2017). Beyond resourcing differences, there is a need to understand the extent to which place influences school leadership and whole-school support of struggling literacy learners in secondary schools.…”

Section: Place and Resourcingmentioning

confidence: 99%

School leadership and whole-school support of struggling literacy learners in secondary schools

Merga¹,

Roni²,

Malpique³

2020

Educational Management Administration & Leadership

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The needs of struggling literacy learners beyond the early years of schooling warrant greater attention. For struggling literacy learners to attain their academic, vocational, and social goals, schools should position literacy as a whole school priority and enhance opportunities for student literacy learning across all learning areas. However, it is not known if literacy is typically supported as a whole school commitment in contemporary secondary schools. This paper draws on survey data from the Australian nation-wide 2019 Supporting Struggling Secondary Literacy Learners (SSSLL) project. Findings suggest that many mainstream secondary school teachers do not perceive that there is a whole-school approach to support struggling literacy learners in their schools, or that there are adequate strategies and supports to meet the needs of struggling literacy learners in their schools. Findings also suggest that regardless of place, school leadership commitment to ensuring that struggling literacy learners have their literacy skills developed across all learning areas may be crucial to the realization of a supportive whole-school culture for struggling literacy learners.

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Section: Place and Resourcingmentioning

confidence: 99%

School leadership and whole-school support of struggling literacy learners in secondary schools

Merga¹,

Roni²,

Malpique³

2020

Educational Management Administration & Leadership

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“…First, a sharp distinction is made towards the school system and the practice of school-reading (see also Rutherford et al, 2017). In fact, quite a few users have been introduced to fantasy books at school, but reading them was ruined by the analytical, intensive reading mode of the education system, which disrupts reading fl ow and is incompatible with the immersive literary experience to which the users are devoted.…”

Section: Critical Distinctions: School and Industrymentioning

confidence: 99%

“…Generally, literature is losing ground to other leisure activities among young audiences. According to national surveys as well as local studies, the number of ardent readers decreases signifi cantly in the transition from childhood to adolescence (Danish Ministry of Culture, 2012;Rutherford et al, 2017). However, as implied by Merga, by participating in online literary fora, combining the 'old literacy' of book reading with new digitally and socially oriented literacies (Scharber, 2009), adolescents can obtain a sense of community (McMillan & Chavis, 1986;Choi & Joo, 2016) that may contribute to the maintenance or intensifi cation of their reading habits as well as the development of social capital (Birr Moje, 2008).…”

Section: Introductionmentioning

confidence: 99%

To be a Bookeater

Grøn

Albrechtslund

2020

MedieKultur

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Today, adolescent fi ction readers are increasingly engaged in diff erent forms of 'social reading' in online communities. Th rough an analysis of Bookeater.dk, a Danish site for adolescent readers, we show how a communal reader identity is constructed via predominant conceptions of reading among the site's users and how this infl uences literary value assessment. Overall, the article argues that the young readers' adherence to this communal identity creates a culture of consensus rather than opening up space for critical discussion about literary value. Nevertheless, they show critical awareness of the diff erent interests surrounding the publication and promotion of literature.

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“…Kuitenkin juuri nuorten tarve hakeutua kirjojen pariin on heikentynyt; lasten ja nuorten hiipuvaa lukuintoa on seurattu jo vuosia huolestuneena (Leino et al 2019;OECD 2019;Rutherford et al 2017). Kirjojen lukemisella on selkeä yhteys lukutaitoon (Leino et al 2019), ja lukutaito taas on avain tasavertaisiin jatko-opintomahdollisuuksiin ja yhteiskunnassa toimimiseen, sillä se estää syrjäytymistä ja lisää hyvinvointia.…”

unclassified

“…) Nuorten käsityksiin lukemisesta sekä käytänteistä eri kehollisissa lukutilanteissa ja sosiaalisissa konteksteissa uusien lukumuotojen äärellä kaivataan lisää ymmärrystä (ks. Kajander 2020;Rutherford et al 2017). Sosiaaliset käytänteet, kuten lukeminen, eivät ole ajattomia, historiattomia tai kulttuurittomia vaan vuorovaikutuksessa niitä ympäröivään materiaaliseen ja tekniseen infrastruktuuriin (Gourlay et al 2015).…”

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Nuorten hiipuva lukuhalu lukemiskulttuurin murroksessa

Rosa¹

2023

Avain

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Kirjan lukeminen on ajassa muokkautuvaa sosiaalista toimintaa kulttuurisessa ja materiaalisessa ympäristössä. Viime vuosina painetun kirjan rinnalle ovat yleistyneet uudet lukemisen tavat: e- ja äänikirjat suoratoistopalveluineen, mutta nuoret lukevat aina vain vähemmän kirjoja vapaa-ajallaan. Tässä tutkimuksessa tarkastelen nuorten käyttökokemuksia eri kirjamuodoilla. Selvitän myös, miksi nuoret omasta mielestään lukevat keskimääräisesti vähemmän kuin ennen. Analyysistä selviää, että nuorten eniten mainitsema syy lukemisen hiipumiselle on älylaitteiden tarjonta: pelit, sosiaalinen media ja audiovisuaalinen viihde ohittavat monen mielestä kirjan. Muiden mediasisältöjen imussa kirjan lukeminen tuntuu tylsältä. Mielikuvat kaunokirjan lukemisesta liittyvät painettuun kirjaan, ja harva lukee kirjoja digitaalisesti. Tulosten mukaan monelle erityisesti äänikirja tuntuu myönteisesti erilaiselta tavalta vastaanottaa kirjallisuutta. E- ja äänikirjoissa viehättää niiden saatavuus älylaitteilla. Toisaalta moni pitää painettua kirjaa optimaalisena: on helppo keskittyä, kun kirja on kädessä. Uudet lukutavat tuskin ratkaisevat koko lukumotivaation ongelmaa mutta voivat vaikuttaa positiivisesti mielikuviin ja asenteisiin. Valinnan mahdollisuus tutkitusti motivoi, ja uudet kirjamuodot tarjoavat ylellisyyden valita materiaalinen kirjallisuuden vastaanotin.

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Contours of Teenagers’ Reading in the Digital Era: Scoping the Research

Cited by 11 publications

References 37 publications

School leadership and whole-school support of struggling literacy learners in secondary schools

School leadership and whole-school support of struggling literacy learners in secondary schools

To be a Bookeater

Nuorten hiipuva lukuhalu lukemiskulttuurin murroksessa

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