Este trabajo centra su interés en los procesos de construcción del conocimiento y de interacción social generados en torno a las prácticas letradas vinculadas a comunidades virtuales. Los proyectos ...hipertextuales desarrollados por los usuarios ponen en funcionamiento complejas estrategias creativas, inferenciales y argumentativas que favorecen el desarrollo de la creatividad y del pensamiento crítico entre sus miembros. Focalizando la atención en las teorías fans, la investigación ha permitido categorizar, definir y caracterizar estas propuestas hermenéuticas originales puestas a disposición de la comunidad de seguidores (fandom) para ser evaluadas y debatidas. Para ello, se ha realizado un estudio que combina metodologías netnográficas y análisis del discurso. El examen descriptivo de estos productos creativos se ha realizado siguiendo las siguientes variables: aspectos pragmáticos, contexto de argumentación y aspectos estructurales. Los resultados evidencian la existencia de tres tipos de teorías fans (predictivas, explicativas y alternativas) que se sustentan en la priorización de diferentes mecanismos argumentativos y dimensiones creativas. Las predictivas son interpretaciones personales basadas en argumentos subjetivos y en el establecimiento de conexiones del texto con la experiencia personal de los usuarios; las explicativas constituyen teorías originales respaldadas por variados argumentos críticos y analíticos con precisas referencias al canon y elementos paratextuales; y las alternativas, caracterizadas por su carácter hipertextual y creativo. Se concluye que un enfoque educativo orientado al desarrollo del pensamiento crítico y creativo debe concebir los procesos argumentativos de los entornos virtuales como una práctica discursiva situada.
For success in education and life in our informationally saturated digital society, one must be able to select and interpret digital texts of different genres, choose optimal ways of interacting with ...these texts, and extract and assess information from them. Contemporary education specialists believe that skills of working with digital texts are an integral part of reading literacy; their publications model successful results of interacting with digital texts. Nevertheless, the means of attaining these results remains a very important and topical question for the education system. What strategies allow one to interact with digital texts effectively? How should one teach these strategies to contemporary schoolchildren? The present article aims to identify and classify metacognitive strategies used by competent Russian-speaking lower secondary students for performing learning assignments based on digital texts. It is based on the analysis of think-aloud protocols and data from the online monitoring of readers’ activities on the screen. The study describes and analyzes seven groups of digital reading strategies. The results contribute to basic knowledge about the processes at the root of effective digital reading and hence of the development of approaches to teaching and assessing reading literacy in the digital age.
The printed book has been resilient to change, and the adoption of e-books has been slow. In this context, few studies have addressed a potential turn to streaming services for books. This paper ...examines the adoption of book streaming in the Norwegian market, where the market-leaders Storytel and Fabel report rapid increases in number of subscribers. We examine who these early adopters are, and what may predict future use of streaming services among non-users. Theoretically, the study is situated within the fields of innovation diffusion and technology acceptance. The study is based on a cross-sectional online survey with a representative sample of the Norwegian population. Results show that users are younger and more educated, and that book streaming is more popular among women than men. The audiobook format allows for flexible ways of consuming books, complementing rather than replacing the printed book. For non-users, results show that convenience value and price value predict behavioural intention to use book streaming services. While emotional attachment to printed books has been found to act as a barrier for adoption of e-books, its negative effect on behavioural intention for book streaming services is only modest.
This study explored differences that might exist in comprehension when students read digital and print texts. Ninety undergraduates read both digital and print versions of newspaper articles and book ...excerpts on topics of childhood ailments. Prior to reading texts in counterbalanced order, topic knowledge was assessed and students were asked to state medium preferences. After reading, students were asked to judge under which medium they comprehended best. Results demonstrated a clear preference for digital texts, and students typically predicted better comprehension when reading digitally. However, performance was not consistent with students' preferences and outcome predictions. While there were no differences across mediums when students identified the main idea of the text, students recalled key points linked to the main idea and other relevant information better when engaged with print. No differences in reading outcomes or calibration were found for newspaper or book excerpts.
An increasingly important aspect of undergraduate study is the ability to deal with reading academic texts digitally. Whilst the literature suggests that students prefer reading print texts ...(Foasberg, 2014; Mizrachi, 2015) and often have a deeper level of engagement with texts in this medium (Mangen et al., 2013; Delgado et al., 2018), the reality is that, for most students, digital texts are the norm. Study guides often focus on reading strategies that are considered broadly applicable to both digital and print formats. However, the differences between the two mediums are likely to impact on the strategies used, with students developing their own approaches as they gain more experience. In this paper, we present findings from a study exploring students’ perspectives and practices in relation to digital reading. We carried out focus group interviews with 20 students in their second or final year of undergraduate degree programmes. Our analysis reveals that reading texts digitally does indeed form the bulk of students’ reading activity, with ease and speed of accessibility, cost, and environmental considerations influencing this choice, and in some cases, precluding reading in print. However, despite the prominence of digital reading, some aspects of print reading – in particular the scope for more sustained focus, detailed reading and enjoyment of the experience – were highly valued by the students. Students’ approaches to reading digital texts varied depending on reading purpose, but, in general, students had developed a range of techniques to help them navigate digital reading.
ReadyRead is an Android-based application which provides several features for scaffolding reading comprehension practice. It is the product of Design-Based Research. The present study examined high ...school students’ experience in using the application. An online questionnaire was employed to gather information on students’ opinions regarding the content, learning activities, and usability of the app. Results of the data analysis revealed the most favorable feature in the app perceived to be the most helpful for students in learning reading independently. Further, the app provides space for students to learn individually and collaboratively. Suggestions from the students are constructive and taken into account in the further development and sustainability of the app. Keywords: digital reading, reading application, autonomy, evaluation Abstrak: ReadyRead merupakan aplikasi membaca yang menyediakan fitur-fitur untuk mendukung pembelajaran membaca. Artikel ini meneliti pengalaman siswa SMA selama menggunakan aplikasi tersebut. Kuisioner daring digunakan untuk mengumpulkan informasi terkait pendapat siswa tentang isi, aktivitas dan penggunaan aplikasi. Hasil data analisis mengungkapkan bahwa fitur yang disukai siswa adalah fitur yang dirasa sangat membantu siswa untuk belajar secara mandiri. Selain itu, aplikasi ini juga memberikan ruang untuk siswa belajar secara kolaboratif selain belajar secara individu. Masukan dari siswa sangatlah membangun untuk pengembangan dan keberlanjutan aplikasi ReadyRead. Kata kunci: membaca digital, aplikasi membaca, kemandirian, evaluasi
Digital Internet-distributed audiobooks are a surprising game changer in digital publishing. In recent years, audiobooks have moved from being a peripheral by-product of the printed book into the ...centre of digital publishing and reading, but are typically still ignored in publishing studies. This article raises the voice of the audiobook by giving it a privileged status in the current transformations of book publishing caused by digitization. We present an original model of the digital audiobook circuit, which is based on interviews and knowledge from the Danish market as part of a global industry, which makes it possible to reflect and adjust according to national variations. The model is framed by theoretical discussions of values and dynamics within the digital audiobook circuit in general.
This study conducted a systematic review to identify the mainstreams of contemporary digital reading research. We performed a co-citation network analysis to examine the streams and features of key ...topics in digital reading research. We also performed content analysis and used the bibliometrix R-package to map digital reading research themes and identify several trends in the field. In this study, we (a) identified three mainstreams of research within the digital reading co-citation network (namely, differences in reading comprehension between print books and e-books, adolescents' habits and preferences related to digital reading and their digital reading literacy, and the analysis of reading behaviors as well as the use of interactive learning books); (b) determined that most studies on digital reading have employed quantitative or mixed methods, involved the use of tests and questionnaires to evaluate learners' performance, and have not focused on specific application domains or learning strategies; and (c) discovered that most studies on digital reading had investigated the affective aspects of learners' experiences, followed by cognition, learning behavior, and correlation or cause-and-effect analysis. We identified "engagement," "digital media," and "digital literacy" as key topics in research on digital reading. Directions for future research and digital reading education are provided..
With the rising popularity of digital reading media, leisure reading is undergoing a transformation process. However, the reasons for readers to adopt e-book reading or to stick to traditional ...printed books are mainly unknown. Therefore, we explored demographic and motivational differences between print readers, digital readers, and readers using both reading media. We further studied their book-reading practices, like the amount of reading, the preferred genres, the different reading situations, and if there are dedicated reading media for specific genres or situations. Additionally, we explored if digital reading media have changed the reading process or just appeal to a certain type of reader. Therefore, we conducted a survey (n = 779) of adult book readers about their leisure reading behavior. The results show that print readers, digital readers, and readers using both media differ in age, gender, amount of reading, genre preference, and the situations in which they read. Furthermore, digital reading media especially foster reading on the move.
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