March+8th+Article



Larson, Lotta C. "E-Reading and E-Responding: New Tools for the Next Generation of Readers." //Journal of Adolescent & Adult Literacy// 53.3 (2009): 255-58. Print.

The assignment within the study was of ten fifth-grade students reading electronic versions of two award- winning books by Christopher Paul Curtis: Bud, Not Buddy (1999) and The Watsons Go to Birmingham—1963 (1996). The electronic books would be used within the reading curriculum. At the teacher’s and students’ disposal are the features of the e-books, like video, audio, and hyperlinks, as well as interactive tools. Such tools invite readers to physically interact with the text through inserting, deleting, or replacing text; marking passages by highlighting, underlining, or crossing out words; adding comments by inserting notes, attaching files, or recording audio comments; and manipu- lating the page format, text size, and screen layout. Search features allow the user to locate specific words or phrases within the text or access a particular page.

Surprisingly, the reactions to the assignment differed when introduced to these students who never used e-readers. Eight of the ten reported in a prereading survey that they were in favor of the upcoming experience, making statements such as, “I’m looking forward to it because trying new things is something I like to do.” One student expressed a neutral attitude: “It sounds really fun but in another way it sounds really weird.” Another student was strongly opposed to the idea: “I would rather read a book that was not on the computer.” While reading, the students interacted with the text through the use of a wide variety of e-book tools including the highlighter and note tool. The use of the highlighter feature changed from highlighting items that they thought would be on the Accelerated Reader test to their own personal interactions with the text, like favorite phrases or portions that they wanted to discuss in class. The notes featured inferences about what would happen later in the story, questions they had, or even reactions like “Don’t do it!”

The students used the e-books to read the assigned reading, so the assessment was normal assessment for reading assignments. Although not specifically detailed, the text alluded to class discussions and a logical assessment would also be worksheets or reaction papers. The teacher would also be able to view and assess the notes and the highlighting that the individual students had done.

Again, although not specifically detailed, e-readers provide the opportunity for the student to look up words when faced with them. Also, The student can highlight or note an area that brought confusion so that they could ask about it later. Another way that scaffolding could be provided, for students who really struggle, would be for the teacher to use the e-book first and do initial highlighting of important areas.