Editors:
- Explores the benefits and limitations of e-books for early language and literacy
- Provides ideas on how to use e-books to encourage early language and literacy development
- Includes guidelines and practical strategies for teachers and parents on how to use e-books
Part of the book series: Literacy Studies (LITS, volume 18)
Buy it now
Buying options
Tax calculation will be finalised at checkout
Other ways to access
This is a preview of subscription content, log in via an institution to check for access.
Table of contents (14 chapters)
-
Front Matter
-
e-Book Features and Literacy Development
-
Front Matter
-
-
e-Books and Literacy Practices at Home
-
Front Matter
-
-
e-Books and Literacy Practices in Schools
-
Front Matter
-
-
e-Books and Special Populations
-
Front Matter
-
About this book
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.
Editors and Affiliations
-
Department of Language & Literacy Education, University of British Columbia, Vancouver, Canada
Ji Eun Kim
-
Psychology Department, Pace University, New York, USA
Brenna Hassinger-Das
Bibliographic Information
Book Title: Reading in the Digital Age: Young Children’s Experiences with E-books
Book Subtitle: International Studies with E-books in Diverse Contexts
Editors: Ji Eun Kim, Brenna Hassinger-Das
Series Title: Literacy Studies
DOI: https://doi.org/10.1007/978-3-030-20077-0
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Switzerland AG 2019
Hardcover ISBN: 978-3-030-20076-3Published: 05 August 2019
Softcover ISBN: 978-3-030-20079-4Published: 14 August 2020
eBook ISBN: 978-3-030-20077-0Published: 23 July 2019
Series ISSN: 2214-000X
Series E-ISSN: 2214-0018
Edition Number: 1
Number of Pages: IX, 296
Number of Illustrations: 23 b/w illustrations
Topics: Language Education, Psycholinguistics, Literacy, Early Childhood Education