Reading in the Digital Age: Young Children¿s Experiences with E-books
Reading in the Digital Age: Young Children¿s Experiences with E-books
Buch
- International Studies with E-books in Diverse Contexts
- Herausgeber: Brenna Hassinger-Das, Ji Eun Kim
- Springer International Publishing, 08/2020
- Einband: Kartoniert / Broschiert, Paperback
- Sprache: Englisch
- ISBN-13: 9783030200794
- Bestellnummer: 10283661
- Umfang: 308 Seiten
- Nummer der Auflage: 20001
- Auflage: 1st ed. 2019
- Gewicht: 470 g
- Maße: 235 x 155 mm
- Stärke: 16 mm
- Erscheinungstermin: 14.8.2020
- Serie: Literacy Studies - Band 18
Achtung: Artikel ist nicht in deutscher Sprache!
Weitere Ausgaben von Reading in the Digital Age: Young Children¿s Experiences with E-books
Klappentext
This edited book focuses on affordances and limitations of e-books for early language and literacy, features and design of e-books for early language and literacy, print versus e-books in early language and literacy development, and uses of and guidelines for how to use e-books in school and home literacy practices. Uniquely, this book includes critical reviews of diverse aspects of e-books (e. g., features) and e-book uses (e. g., independent reading) for early literacy as well as multiple examinations of e-books in home and school contexts using a variety of research methods and / or theoretical frames. The studies of children s engagement with diverse types of e-books in different social contexts provide readers with a contemporary and comprehensive understanding of this topic.Research has demonstrated that ever-increasing numbers of children use digital devices as part of their daily routine. Yet, despite children s frequent use of e-books from an early age, there is a limited understanding regarding how those e-books are actually being used at home and school. As more e-books become available, it is important to examine the educational benefits and limitations of different types of e-books for children. So far, studies on the topic have presented inconsistent findings regarding potential benefits and limitations of e-books for early literacy activities (e. g., independent reading, shared reading). The studies in this book aim to fill such gaps in the literature.