Do digital devices enhance teenagers’ recreational reading engagement? Issues for library policy from a recent study in two Australian states

Rutherford, Leonie; Singleton, Andrew; Derr, Leonee Ariel; Merga, Margaret K.

doi:10.1080/01616846.2018.1511214

Cited by 13 publications

(6 citation statements)

References 44 publications

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“…Adolescents noted that the smartphone could be distracting and caused eye strain, but that it was also portable and extremely convenient, factors to be weighed when considering what device to use for reading. Like earlier research (Rutherford et al, 2018; Twenge et al, 2019), the study found negative correlation between reading enjoyment and frequency with increased device usage, suggesting that for some students, technology was distracting from rather than supporting reading. As such, educators need to consider how to mitigate the effects of technology on reading for this profile of students.…”

Section: Discussionsupporting

confidence: 74%

The impact of technology use on adolescents' leisure reading preferences

Loh

Sun

2022

Literacy

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There is worldwide concern about the decline in children and adolescent enjoyment of reading as documented by international and national surveys, with smartphones and other technologies often blamed for the decline. Yet, with recent rapid improvements in technologies for reading, the accelerated adoption of devices for learning during the pandemic and increased access to e-books through the public library system in Singapore, the relationship between adolescent technology use and reading may be more complex than is typically painted in popular press. This mixed-methods study seeks to make current an understanding of adolescent reading in relation to technology by exploring adolescents' preferred reading devices, their use of technology for reading and their use of public e-resources for reading. In this study, adolescents preferred using their smartphones over print forms for reading and preferred to read social media online. E-books accessed freely through the public library were under-utilised, and adolescents reported lack of knowledge or experience about how to look for reading resources online. Findings suggest an intentional and nuanced approach is needed to create an ecosystem of opportunities for adolescents to have meaningful reading experiences in print and digitally.

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Section: Discussionsupporting

confidence: 74%

The impact of technology use on adolescents' leisure reading preferences

Loh

Sun

2022

Literacy

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“…Based on the scores assigned to the answer options of reading format preference (online=1, print=2), we could argue that students were more inclined to read in print (M=2.16). Many studies showed that students preferred printed texts more than online materials (Keskin & Çetinkaya, 2017;Mizrachi et al, 20016;Rutherford, Singleton, Derr, & Merga, 2018;Spencer, 2006). On the other hand, several studies illustrated that adolescents preferred digital environments more (Duran & Alevli, 2014;Tveit & Mangen, 2014).…”

Section: Discussionmentioning

confidence: 99%

Examining Turkish Students' Views on the Reading Literacy Tasks of PISA 2018 in Terms of Different Variables

ARI¹,

KESKIN²

2021

IOJES

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The study investigates possible factors affecting Turkish students' perception of task difficulty in the Program for International Student Assessment (PISA) 2018. The research data consist of the survey responses of the students who participated in the PISA 2018. The participants include 6679 15-yearold Turkish students. The dependent variable of this study is the students' views of the reading task difficulty in the PISA 2018. Independent variables are divided into two as student-level and schoollevel variables. The student-level variables include strategy use, reading format preference, time spent reading, perceived difficulty, and frequency of being online. The school-related variable is schools' digital capacity. Since the PISA sample has a nested structure, the data were analyzed using Hierarchical Linear Modeling (HLM). The analysis showed that the differences among schools predicted approximately 9.8% of the variation in students' perception of the difficulty of reading literacy tasks in PISA while the rest of the percentage was due to the differences among students. In the regression model, student-level and school-level variables as groups appeared to predict the dependent variable significantly. In the final interactive regression model, the interactions of student and school-level variables were examined, and the interaction appeared not to be a significant predictor of the dependent variable. Based on the HLM analysis, it can be argued that PISA tasks are perceived as easier in cases where schools' digital capacity increases, students find the use of strategy useful, the use of digital spaces in reading increases, the difficulty in reading and comprehension decreases, the time spent reading increases, and the frequency of being online increases.

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“…In order to increase digital inclusion, these stakeholders involve in interorganizational collaboration processes and carry out various initiatives aimed at solving this problem, such as the provision of universal access to the Internet and ICT, development of digital services and products, implementation of activities, oriented towards improvement of digital literacy skills and competences, etc. (Real et al 2016;Ragnedda 2018;Rutherford et al, 2018;Strover et al, 2020;Gann, , 2020Gallardo et al, 2020). Interorganizational collaboration is possible between stakeholders operating in the same, and in different spheres of the helix (Ilse, Leo 2012; Mehmood, Imran, 2021).…”

Section: Discussionmentioning

confidence: 99%

The Theoretical Quadruple Helix Model for Digital Inclusion Increase

Kulikauskienė

2021

Management of Organizations: Systematic Research

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The aim of this paper is to conceptualize the theoretical quadruple helix model in the field of digital inclusion. It explores the literature on digital inclusion issues, stakeholder’s roles and investigates the main features of the quadruple helix model and its application possibilities in the digital inclusion context. Building on the findings of this literature review, the theoretical quadruple helix model for digital inclusion is proposed. This paper contributes to the literature on digital inclusion and lays a conceptual basis for further theoretical and empirical research in this field.

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Do digital devices enhance teenagers’ recreational reading engagement? Issues for library policy from a recent study in two Australian states

Abstract: Do digital devices enhance teenagers' recreational reading engagement? Issues for library policy from a recent study in two Australian states

Cited by 13 publications

References 44 publications

The impact of technology use on adolescents' leisure reading preferences

The impact of technology use on adolescents' leisure reading preferences

Examining Turkish Students' Views on the Reading Literacy Tasks of PISA 2018 in Terms of Different Variables

The Theoretical Quadruple Helix Model for Digital Inclusion Increase

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