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Collection by
Troy Hicks
Published
Feb 01 2014

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3 Resources in this collection
As we ask students to compose more digital writing, we also need to give greater instructional attention to digital reading. This resource explores how ebooks function and what possibilities they may hold for our readers and writers.
The first argument against e-books is that they actually impede children learning to read because parents interact differently when reading an actual book.
The second major controversy surrounding e-books and reading comprehension is that e-books make it harder to remember what you just read.

Reading and Writing eBooks and Immersive Texts

As ebooks and immersive, web-based texts continue to proliferate, many of us still wonder how to approach this type of reading, both for ourselves and our students. Even as librarians, teachers, and readers debate the quality, availability, and just plain fun of ebooks, we know that more and more of our students are experiencing them. In this collection, we explore a variety of formats for and questions about ebooks and immersive texts. 

Flickr Image: "Mrs. Duffee Seated on a Striped Sofa, Reading Her Kindle, After Mary Cassatt." Some rights reserved by Mike Licht, NotionsCapital.com

Resources in this collection

3 Resources in this collection
Resource

digital reading, ebooks, tablets
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on Feb 12, 2014
by Troy Hicks
Blog Post

We know that e-books have many benefits:  accessibility, ease of use, portability, etc.  They can be wonderful for students with specific learning needs, and many of our very own teachers *love* their e-readers   Students do too!   So, what's the controversy?

e-books, e-readers, reading comprehension, technology
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on Oct 17, 2012
by Adrienne Pisaniello
Blog Post

The second major controversy surrounding e-books and reading comprehension is that e-books make it harder to remember what you just read.    Author Maia Szalavitz of Time Magazine explores the connection between print texts, e-books, and retention of information.  I have read several studies that suggest no difference, but the study Szalavitz cites mentions that the "landmarks" and "context" that print texts provide help our brains recall information better.  For example, the position on the page, how far into the book, the caption under the graphic -  all of these "locations" can help us recall information more rapidly.   The argument is that e-books do not provide the same spatial experience for our minds, and that makes it harder to recall information read on an e-book.

e-books, e-readers, reading, reading comprehension
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on Oct 17, 2012
by Adrienne Pisaniello
Creative Commons Licence