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Reading in the Digital Age: Young Children’s Experiences with E-books

International Studies with E-books in Diverse Contexts

  • Book
  • © 2019

Overview

Editors:
  1. Ji Eun Kim

    1. Department of Language & Literacy Education, University of British Columbia, Vancouver, Canada

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    You can also search for this editor in PubMed   Google Scholar

  2. Brenna Hassinger-Das

    1. Psychology Department, Pace University, New York, USA

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  • 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)

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Table of contents (14 chapters)

  1. Front Matter

    Pages i-ix
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  2. Introduction to the Edited Volume

    • Ji Eun Kim, Brenna Hassinger-Das
    Pages 1-8

  3. e-Book Features and Literacy Development

    1. Front Matter

      Pages 9-9
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    2. The Four Pillars of Learning: e-Books Past, Present, and Future

      • Brenna Hassinger-Das, Rebecca Dore, Jennifer M. Zosh
      Pages 11-21

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

      • Mary L. Courage
      Pages 23-43

    4. The Promise of Multimedia Enhancement in Children’s Digital Storybooks

      • Adriana G. Bus, Burcu Sarı, Zsofia K. Takacs
      Pages 45-57

    5. e-Book Design and Young Children’s Behaviour: The Case of Alphabet Books

      • Mary Ann Evans
      Pages 59-85

  4. e-Books and Literacy Practices at Home

    1. Front Matter

      Pages 87-87
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    2. Parent Preferences: e-Books Versus Print Books

      • Roxanne A. Etta
      Pages 89-101

    3. Technology Support for Adults and Children Reading Together: Questions Answered and Questions Raised

      • Glenda L. Revelle, Gabrielle A. Strouse, Georgene L. Troseth, Susan Rvachew, Dahlia Thompson Forrester
      Pages 103-132

  5. e-Books and Literacy Practices in Schools

    1. Front Matter

      Pages 133-133
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    2. Digital Reading Programs: Definitions, Analytic Tools and Practice Examples

      • Jeremy Brueck, Lisa A. Lenhart, Kathleen A. Roskos
      Pages 135-156

    3. The Power of a Story: Reading Live and Electronic Storybooks to Young Children

      • Kevin M. Wong, Susan B. Neuman
      Pages 157-173

    4. The Effects of Digital Literacy Support Tools on First Grade Students’ Comprehension of Informational e-Books

      • Heather Herman, Katia Ciampa
      Pages 175-196

    5. Designing Dialogs Around Picture Book Apps

      • Elise Seip Tønnessen, Trude Hoel
      Pages 197-215

    6. Practical Strategies for e-Book Use in Early Childhood Classrooms (K-5)

      • Amelia K. Moody, Jeanne Swafford
      Pages 217-233
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Keywords

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

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