From Print to Digital: The Medium Is Only Part of the Message

Courage, Mary L.

doi:10.1007/978-3-030-20077-0_3

Cited by 13 publications

(13 citation statements)

References 81 publications

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“…Showing and sharing the screen with the students put more focus on the device and discussion about where to tap, rather than on what the story was about (Hoel & Tønnessen, ). This recent study substantiates previous calls for more nuanced approaches toward the study of children’s reading with screens that consider the context and content of reading (Courage, ; Kucirkova & Rvachew, ), to better understand the multiple factors involved in adult–child–e‐book interactions.…”

Section: Key Research Findingssupporting

confidence: 84%

Toward Reciprocity and Agency in Students’ Digital Reading

Kucirkova¹

2020

The Reading Teacher

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Section: Key Research Findingssupporting

confidence: 84%

Toward Reciprocity and Agency in Students’ Digital Reading

Kucirkova¹

2020

The Reading Teacher

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“…Despite eBooks' promise, in survey research only 30% of parents of toddlers and young preschoolers report their children can use reading apps completely independently (Marsh, 2016). Younger preschoolers, who lack mature executive functions, can be easily distracted and may struggle to shift their attention between narrative and interactive features in eBooks (Bus et al, 2015;Courage, 2019).…”

Section: What Is Known About Ebook Usementioning

confidence: 99%

“…In the current study, we characterized young children's (2 to 3 years) use of eReaders through a developmental lens. In the eBook literature, children in this age range are under-studied relative to older preschoolers (Strouse & Ganea, 2017) and can stand to benefit the most from positive eReading experiences (Bus et al, 2015) and suffer the most from sub-optimal eReading experiences (Bus et al, 2015;Courage, 2019). We aimed to provide thick descriptions of children's eReader usage when devices were new to children and track usage over an approximately three-month window.…”

Section: Current Studymentioning

confidence: 99%

Learning to eRead: A qualitative exploration of young children's developing eReader practices

Schmitt

Hurwitz

Nichols

2021

Computer Assisted Learning

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Background: Previous eBook studies were primarily cross-sectional surveys or experimental studies providing a snapshot of the impact of eBook reading on children's emergent literacy skills. Scholars have yet to characterize more fine grain developmental progressions in the use of eReaders and similar devicesthat is, how children's eBook-related practices evolve over time and what might be changing behaviourally over the course of repeated readings for any age group.Objectives: This is the first study to characterize young children's (2 to 3 years) use of eReaders over the span of several months under semi-naturalistic conditions.Methods: Twenty five mothers and their 2.5-to 3.5-year-old child engaged in a series of documentation exercises and interviews around use of a novel eReader device. This study is exploratory and deductive in nature, and hypotheses were not set forth a priori. Results and Conclusions:The results of the present study suggest that children develop increasing mastery of the affordances of eReaders as their device exposure increases. Over time, their ability to independently engage with devices rapidly increases. They transition from needing technical support from parents and high levels of encouragement to attend to literacy content over hotspots, to sometimes using the device independently, to considering the device a mainstay in their homeno longer a novelty.Implications for practice and/or policy: The developmental usability patterns noted in this study extend our naturalistic understanding of young children's dexterity with digital devices and point to methodological approaches that might yield more ecologically valid findings in future studies.

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“…Several studies have also reported positive effects of digital storybooks on early literacy skills and language development (Shamir and Korat, 2007 ; Shamir and Shlafer, 2011 ; Shamir and Baruch, 2012 ; Neumann, 2014 ; Neumann and Neumann, 2017 ; Strouse and Ganea, 2017 ; Zipke, 2017 ; Herodotou, 2018 ; Lee, 2020 ). However, there is still a lack of research on how the specific conditions in digital reading impact children's understanding of stories and how shared reading interaction and adults' responsive strategies during digital reading are affected by the digital device (Herodotou, 2018 ; Courage, 2019 ). In an intervention study, Shamir and Korat ( 2007 ) compared the impact of digital story reading in comparison to analog storybook reading on the early literacy skills of 128 children aged 5–6 years from low- and middle-SES backgrounds.…”

Section: Introductionmentioning

confidence: 99%

Narrative Potential of Picture-Book Apps: A Media- and Interaction-Oriented Study

et al. 2020

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Digital literature is playing an increasingly important role in children's everyday lives and opening up new paths for family literacy and early childhood education. However, despite positive effects of electronic books and picture-book apps on vocabulary learning, early writing, or phonological awareness, research findings on early narrative skills are ambiguous. Particularly, there still is a research gap regarding how app materiality affects children's story understanding. Thus, based on the ViSAR model for picture-book app analysis and data stemming from 12 digital reading dyads containing German monolingual 2- to 3-year-olds and their caregivers this study assessed the narrative potential of a commercial picture-book app and how this is used in interaction. Results of the media analysis showed that the app provides a high number of narrative animations. These animations could be used interactively to engage the child in the story. However, results of the interaction analysis showed that adult readers do not exploit this potential due to their strong concentration on operative prompts and instructions. Furthermore, an explorative analysis of the relation between adults' utterances and children's story comprehension provided preliminary indicators regarding how the length of reading duration and the number of utterances might relate to children's understanding of the story. Findings and methodological limitations of the study are discussed and combined didactically with practical recommendations on how to use narrative animations in interaction effectively.

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From Print to Digital: The Medium Is Only Part of the Message

Cited by 13 publications

References 81 publications

Toward Reciprocity and Agency in Students’ Digital Reading

Toward Reciprocity and Agency in Students’ Digital Reading

Learning to eRead: A qualitative exploration of young children's developing eReader practices

Narrative Potential of Picture-Book Apps: A Media- and Interaction-Oriented Study

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