Background
Given the increasing popularity of reading from screens, it is not surprising that numerous studies have been conducted comparing reading from paper and electronic sources. The purpose of ...this systematic review and meta‐analysis is to consolidate the findings on reading performance, reading times and calibration of performance (metacognition) between reading text from paper compared to screens.
Methods
A systematic literature search of reports of studies comparing reading from paper and screens was conducted in seven databases. Additional studies were identified by contacting researchers who have published on the topic, by a backwards search of the references of found reports and by a snowball search of reports citing what was initially found. Only studies that were experiments with random assignment and with participants who had fundamental reading skills and disseminated between 2008 and 2018 were included. Twenty‐nine reports with 33 identified studies met inclusion criteria experimentally comparing reading performance (k = 33; n = 2,799), reading time (k = 14; n = 1,233) and/or calibration (k = 11; n = 698) from paper and screens.
Results
Based on random effects models, reading from screens had a negative effect on reading performance relative to paper (g = −.25). Based on moderator analyses, this may have been limited to expository texts (g = −.32) as there was no difference with narrative texts (g = −.04). The findings were similar when analysing literal and inferential reading performance separately (g = −.33 and g = −.26, respectively). No reliable differences were found for reading time (g = .08). Readers had better calibrated (more accurate) judgement of their performance from paper compared to screens (g = .20).
Conclusions
Readers may be more efficient and aware of their performance when reading from paper compared to screens.
Highlights
What is already known about this topic
Reading from screens is common.
Many concerns exist about effects of medium on reading.
Numerous studies on the topic have been conducted.
What this paper adds
Small benefit of paper on reading performance.
No difference in reading times.
Small benefit of paper on metacognition.
Implications for theory, policy or practice
Reading from paper may be more efficient.
Better understanding of why paper has reading benefits is needed.
This study analyzed the tendency to participate in reading activities organized by online book clubs. The universe of the research consists of Turkish Booktube channels and their followers. Booktube ...channels chosen as samples in the study are Ayşe Ümit Karabacak, Kitap Dünyam, and Mine’s Book Suggestions. The universe of Booktube channel followers was also limited to a sample of 549 people. The study used semi-structured interviews with Booktubers and a questionnaire with Booktube channel followers as a data collection technique. The data obtained from these data collection techniques were analyzed with the content analysis method in the 2020.2.2 version of the Maxqda program. Obtained findings; It is seen that the motivations of the Booktubers who produce content on the Booktube channel and the followers who consume the Booktube videos differ in various aspects. In terms of booktubers, the main factor in participating in this channel is a social benefit, creating personal archives from video content and contributing to their personal development. For followers, the aim is to learn about literature, do homework/research, and gain reading habits. As a result; There are differences in the motivations of Booktube channel owners and Booktube channel viewers to participate in these channels. Accordingly, the definitions of the content followed and quality video also varies. Although participation in these channels, content followed, and quality content approaches differ in terms of Booktubers and followers, they look at the achievements of Booktube from a similar perspective.
This study aimed to examine which relevant variables were associated with adolescents' digital reading achievement using the Programme for International Student Assessment (PISA) 2009 dataset. A ...three-level hierarchical linear model was employed to identify significant factors predicting digital reading, controlling for print reading ability, and to examine if the extent of the association remained the same across schools and countries. The results confirmed the importance of navigation, metacognitive summary strategies, attitudes toward ICT, and social online reading activities. Female students, on average, underperformed male students when controlling for other variables. However, the associations between these factors and digital reading varied across schools and countries. Navigation appeared universally predictive in digital reading according to the results of the multilevel models.
•Navigation was positively predictive of digital reading ability across schools and countries.•Attitudes toward ICT showed significant predictability in digital reading.•Metacognitive summary strategies still foster digital reading.
The development of digital technology has changed the audience's reading behavior and reading habits, and the difference between digital reading and paper reading has become a research hot spot. ...However, the academic circle has not reached an agreement on the reading effect of digital reading and paper reading. This study included 37 experimental studies for meta-analysis and analyzed the influence of moderating variables such as audience characteristics, text characteristics, and reading conditions. This study deepens the understanding of the reading effect and provides a reference for improving it. The study shows no significant difference in overall reading comprehension between digital reading and paper reading, and there are differences under moderating variables. The study has revealed that digital reading and paper reading have advantages and disadvantages and complement each other. The publishing industry should develop corresponding knowledge service products based on the characteristics of reading effects to promote the healthy development of the reading industry.
Learning from multiple texts is an essential yet challenging academic task. Thus, a persistent need in the field is identifying those strategies that will support students' learning from multiple ...texts, and facilitating their use. In this study, we adopt a quasi-experimental design to examine how the use of digital annotations, allowing undergraduates (N = 278) to identify and, potentially, link important concepts across texts, can be used to foster learning from multiple texts. Additionally, we examine students' digital highlights and annotations under four different strategy conditions, assigned to elicit different forms of processing found to be effective in prior work. These conditions included asking students to highlight and annotate (a) important or relevant information in texts, (b) connections or links across texts (i.e., intertextual reasoning condition), (c) information in texts facilitating evaluation, and (d) difficult to understand information (i.e., metacognitive monitoring condition). Some differences were found in students' rendering of highlights and annotations across strategy conditions, however, no differences in multiple text comprehension and integration performance were found across strategy conditions. Still, membership in the metacognitive monitoring strategy condition, relative to the relevance condition, as well as students’ highlighting of information supporting evaluation (i.e., source information, statistical evidence), and accessing of references during reading were predictive of multiple text comprehension and integration. Thus, this study contributes to theory by providing further evidence of strategies (e.g., metacognitive monitoring, evaluation) supportive of multiple text learning and introduces a promising means whereby such strategy use may be fostered.
•Students highlighted and annotated digital texts under different strategy conditions.•Highlighting source and statistical information predicted multiple text learning.•Annotations categorizing information in texts predicted multiple text learning.•The number of highlights and annotations rendered predicted multiple text learning.
With the transformation of media in the context of digitization, reading is once again becoming a highly debated topic. Not only are fears being expressed that the end of the ‘Gutenberg Galaxy’ will ...set back the spread of reading as a cultural technique, but more recent debates discuss the consequences of ‘digital reading’ from pedagogical and neurophysiological perspectives. The aim of this paper is to analyze the media and cultural debates about the consequences of digital reading. The different varieties and reference discourses of the discussion will be distinguished and related to the history of discourses critical of reading. The pedagogical critique of ‘digital reading’ is based on the thesis that it can lead to a diminution of cognitive abilities. The materiality of reading media and the physicality of the reading process are attributed with far-reaching mental and psychological effects. Furthermore, from a culturally pessimistic perspective, the spread of digital reading is seen as a cultural caesura that threatens the ability to think critically and empathize. The central reference discourse for the plausibility of the alleged dangers of digital reading is neuroscientific studies.
Club de lectura Banana en la red Hernández Lara, Daniel; Domínguez Cuenca, Daniel
Biblios : revista electrónica de bibliotecología y ciencias de la información,
02/2024
85
Journal Article
Peer reviewed
Objetivo. Promover la lectura y escritura en las personas que formaron parte de la intervención, utilizando la historia y cultura local de Veracruz, Veracruz, México, en el contexto de la pandemia de ...COVID-19. Método. Investigación acción, modalidad práctica para plantear y aplicar una intervención con lectores que viven en la ciudad y puerto de Veracruz, para hacer un rescate de la memoria histórica y establecer un vínculo con la literatura local. Resultados. Se motivó la lectura y la escritura con el Club de lectura Banana en la red, ya que la mayoría de los participantes escribieron textos relacionados con hechos históricos vinculados con la localidad y continuaron la práctica de promover la lectura en su entorno. Conclusiones. Actuar en tiempos de crisis es crucial, pues aunque el resultado parezca pequeño, tiene efectos multiplicadores. El trabajo virtual desde la red es una opción efectiva para atravesar el aislamiento social generado por la pandemia del coronavirus.
Zwei Jahre Corona-Pandemie (als systemexterner Faktor) sowie die finanziellen Mittel aus dem DigitalPakt des Bundes (als systeminterner Faktor) haben die lange geforderte Digitalisierung an ...Bildungseinrichtungen stark vorangetrieben. In den Schulen zählen neben dem klassischen Stand-PC im Computerraum nunmehr zunehmend Tablets etc. zur technischen Grundausstattung. Damit geht die Möglichkeit einher, zahlreiche Anwendungen, die bisher v. a. ausserhalb der Schule genutzt werden konnten, nun auch in den Deutschunterricht einzubinden. Hierzu zählen u. a. auch digitale «Bild-Text-Erzählungen» (Ritter 2013, 4) in Form von Bilderbuch-Apps, die bei Lehrpersonen zunehmend auf Interesse stossen (Müller-Brauers et al. 2021, 1) und z. B. über diverse Plattformen als App bzw. Software zur Verfügung gestellt werden. Aufgrund der qualitativen Breite des Medienangebots sind Lehrpersonen und das weitere pädagogische Personal jedoch gut darin beraten, das aktuelle Angebot kritisch zu reflektieren, insbesondere wenn die Potenziale der zunehmenden Digitalisierung für die Gestaltung eines inklusiven Unterrichts genutzt werden sollen. Gegenstand dieses Beitrags ist daher ein empirisch validierter Kriterienkatalog (Cohenʼs Kappa ≥ .78), mit dessen Hilfe solch eine systematische Reflexion über die Eignung ausgewählter Bilderbuch-Apps für den Einsatz in heterogenen Klassen möglich werden soll. Aufbauend auf Überlegungen zur Ästhetik von Computerspielen (vgl. Hunicke, LeBlanc, und Zubek 2004) werden hierzu die Dimensionen: Ästhetik, Dynamisierung und Adaptivität in den Blick genommen.
A combination of changed requirements in teaching practice due to the pandemic situation and funding provided by the DigitalPakt Schule have greatly advanced the process of digitalization at educational institutions in Germany over the last two years. In addition to classic desktop-computers, tablets & co. have recently found their way into the overall technical equipment of schools. This opens up the possibility of integrating digital applications and software into German teaching, which were previously merely used outside of school. This also includes digital «picture-text-narratives» (Ritter 2013, 4) made available as app or software via various platforms, which increasingly attract interest among teachers (Müller-Brauers et al. 2021, 1). Due to the at times large differences in the quality of the media products, however, teachers and pedagogical staff are well advised to critically reflect on the quality of the digital offerings. This becomes particularly relevant when the growing potential of increasing digital possibilities is to be used to design inclusive teaching settings. This paper presents an empirically validated set of criteria (Cohenʼs Kappa ≥ .78), a catalogue designed to enable such systematic reflection on the suitability of selected picture-book-apps for use in heterogeneous classroom settings. Taking considerations on the aesthetics of computer-games (Hunicke, LeBlanc, and Zubek 2004) as a starting point, the dimensions of aesthetics, dynamization and adaptivity become the focal point of this paper’s discussion.
This study explored, from a cross-cultural comparative perspective, how use of social media (SM) impacted adolescents' digital reading literacy (DRL), and whether these two factors' relationship was ...mediated by self-regulated learning: i.e., knowledge of metacognitive strategies, enjoyment of reading, and reading self-concept. Several mediation models with multiple mediators were tested with a sample of data pertaining to 105,430 15-year-old students from 3693 schools across six East Asian regions and nine Western countries that participated in the Programme for International Student Assessment (PISA) 2018. The results indicated that frequent SM use did not have any direct adverse impacts on adolescents’ DRL; and indeed, small positive effects were observed in many countries/regions. The relationship between SM use and DRL was positively mediated by knowledge of metacognitive strategies, but not mediated by enjoyment of reading. In the Eastern regions, SM use did not have any significant indirect effect on DRL through reading self-concept, but in most Western countries, a positive indirect effect was observed.
•Social media use did not have direct adverse impacts on digital reading literacy;•Metacognition had positive mediating effects;•Social media use negatively predicted reading enjoyment;•Reading enjoyment generally did not significantly predict digital reading literacy;•East-West differences were not obvious among the relationships.
Reading and understanding digital text that is organized in a non-linear hypertext format can be challenging for students as it requires a more self-directed selection of text pieces compared to ...reading linear texts. This study aims at investigating how individual differences in students' skills in comprehending digital text can be explained by their navigation behavior and various underlying skills. Students' navigation behavior was operationalized by their selection of task-relevant hypertext pages; students' abilities in terms of reading linear texts, dealing with computer interfaces more generally, and evaluating the usefulness of online information were considered as underlying skills. We hypothesized that basic computer skills and evaluating online information would explain performance in digital reading above and beyond reading skills measured with linear texts. These effects were expected to be mediated by navigation behavior. A subsample of 15-year-old German students who participated in the Programme for International Student Assessment (PISA) 2012 was investigated (N = 888). The results confirmed the hypothesized mediation between linear reading, navigation behavior, and digital reading. Moreover, navigation behavior also mediated the relation between basic computer skills and digital reading but not the relation between evaluating online information and digital reading. Implications regarding processes in digital reading and navigation of hypertexts are discussed.
•The number of visits to task-relevant pages predicted performance in digital reading.•Good linear text readers selected more relevant hypertext pages than weak readers.•Beyond linear reading skills, digital reading demanded ICT-related skills.•Basic computer skills predict the selection of relevant hypertext pages.•Skills in evaluating online information accounted directly for digital reading.
