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Göteborgs universitets publikationer

Significant structuring resources in the reading practices of a digital classroom

Författare och institution:
Lisa Molin (Institutionen för tillämpad informationsteknologi (GU) & Linnécentret for forskning om lärande (LinCS)); Annika Lantz-Andersson (Institutionen för pedagogik, kommunikation och lärande & Linnécentret for forskning om lärande (LinCS))
Publicerad i:
Journal of Information Technology Education: Research, 15 s. 131-165
ISSN:
1547-9714
E-ISSN:
1539-3585
Publikationstyp:
Artikel, refereegranskad vetenskaplig
Publiceringsår:
2016
Språk:
engelska
Fulltextlänk:
Sammanfattning (abstract):
Since reading and writing digitally demand partially different competencies, there is a change in some of the premises of related educational practices. This study aims to contribute to the knowledge of educational reading practices by scrutinizing how literacy events evolve in a digital classroom where each student has a personal digital device (1:1), iPads in this study. Our study is grounded in sociocultural theories of learning and focuses on the structuring resources utilized by students, namely the notion of multiple ongoing activities and the ways in which specific re- sources take precedence in shaping these activities. One class of 13–14 year-old students was studied for a week across several subjects through video-recordings and observations. The find- ings imply that the students moved among vast array of reading practices. However, the main structuring resource is a strong focus on task-solving and the practice of schooling, which mainly builds on principles emanating from traditional text. It is only occasionally that structuring re- sources that also include the opportunities associated with digital technology are utilized. This indicates the importance of further studies on how educational practices could be organized to scaffold the basis of traditional reading comprehension as well as other approaches required in digital environments.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
SAMHÄLLSVETENSKAP ->
Utbildningsvetenskap
Nyckelord:
literacy, digital technologies, interaction analysis, reading practices, structural re- sources
Postens nummer:
237313
Posten skapad:
2016-06-03 17:35

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