Abstract
A four-component e-book instructional model in early literacy is presented, including (a) e-book quality rating, (b) physical space for e-book browsing/reading, (c) child engagement with e-books, and (d) shared e-book reading instruction. Small-scale formative studies on each component are reported that describe the research foundations and preliminary testing of each component in the preschool classroom setting toward the goal of preparing the model for replication and scale-up testing. Qualitative analytic techniques were used to formatively assess the functionality of the model in the preschool learning environment and to gauge its potential usability in early literacy practice. Results indicated the need for better quality e-books, more precise design specifications for an e-book nook in the classroom setting, more explicit teacher guidance for child engagement during e-book reading sessions, and stronger teacher training on “how to” use instructional procedures and skills in shared e-book reading. Functionality was increased by an explicit instructional procedure and evidence of positive child engagement; usability was demonstrated in the adaptability of the model in the early childhood setting. Further design research is needed to stabilize the model for more rigorous analyses.
Design has to function at every juncture of the object—Elizabeth Diller
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Roskos, K., Burstein, K. (2012). Print to Pixel: Foundations of an E-Book Instructional Model in Early Literacy. In: Shamir, A., Korat, O. (eds) Technology as a Support for Literacy Achievements for Children at Risk. Literacy Studies, vol 7. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-5119-4_5
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DOI: https://doi.org/10.1007/978-94-007-5119-4_5
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