An enhanced eBook facilitates parent–child talk during shared reading by families of low socioeconomic status

Troseth, Georgene L.; Strouse, Gabrielle A.; Flores, Israel; Stuckelman, Zachary D.; Johnson, Colleen Russo

doi:10.1016/j.ecresq.2019.02.009

Cited by 78 publications

(77 citation statements)

References 92 publications

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“…The sample size in this particular study was, though, quite small (n = 25 in each group, and only two were experienced Kindle users). Nevertheless, similar claims concerning format effects on the reading experience and/or on the recollection of what has been read have also been made by a number of other researchers over the years (e.g., see Ackerman and Goldsmith, 2011;Delgado et al, 2018;Dell'Antonia, 2011;Grothaus, 2019;Halamis and Elbaz, 2019;Hou et al, 2017;Mangen et al, 2013;Parish-Morris et al, 2013;Roseberry et al, 2009;Singer and Alexander, 2017;Troseth et al, 2020;Wolf, 2018;Woody et al, 2010; though see also Köpper, Mayr and Buchner, 2016). Although there is not space to discuss these studies in detail here, in general, there would appear to be some agreement for a modest, albeit nuanced, influence of reading format on various outcome measures (see also Walsh, 2016, for a review).…”

Section: Do Physical Books Really Convey Information Better Than the supporting

confidence: 56%

The Multisensory Experience of Handling and Reading Books

Spence

2020

Multisens. Res.

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The failure of e-books to take over from the traditional print format, as was so confidently predicted would happen only a few years ago, highlights how there is more to reading than merely the content of what we see. In fact, like any other object, the experience of interacting with a book, especially an old or historic volume, offers the reader the potential for a multisensory encounter. One that involves not only what the book looks and feels like, both the weight of the volume and the feel of the pages, but also the distinctive smell. In fact, one might also want to consider the particular sound made by the pages as they are turned over. However, it is the smell of older, and seemingly more olfactorily-redolent, works that appears to be especially effective at triggering nostalgic associations amongst readers. It is therefore only by understanding the multisensory nature of handling books, as stressed by this review, that one can really hope to fully appreciate the enduring appeal of the traditional format in the modern digital era. Several recent exhibitions that have attempted to engage their visitors by means of exploring the multisensory appeal of historic books or manuscripts in their collections are briefly discussed. While the multisensory mental imagery that is typically evoked by reading is unlikely to differ much between the print and e-book formats, there is nevertheless still some evidence to suggest that physical books can occasionally convey information more effectively than their digital counterparts.

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Section: Do Physical Books Really Convey Information Better Than the supporting

confidence: 56%

The Multisensory Experience of Handling and Reading Books

Spence

2020

Multisens. Res.

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“…Although there are likely multiple mechanisms for these effects, in the domain of book reading, one contributing factor appears to be that the one-on-one context allows an adult to tailor reading to a particular child's level of understanding, allowing children to learn at their own pace (Connor and Morrison, 2016). While dialogic reading is a relatively simple practice Blom-Hoffman et al, 2008), there is wide variability in the extent to which parents use these practices when reading with children (Hindman et al, 2014;Troseth et al, 2019) and not all environments and family situations allow for the one-on-one interaction that is at the core of dialogic reading. Parents who are traveling or live apart from children may not be present for book reading on a daily or even weekly basis.…”

Section: Introductionmentioning

confidence: 99%

Preschoolers Benefit Equally From Video Chat, Pseudo-Contingent Video, and Live Book Reading: Implications for Storytime During the Coronavirus Pandemic and Beyond

et al. 2020

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“…Many digital books come with highly interactive features that engage the child to actively respond to the book through touch, voiceover and other attentiondemanding techniques (Sari et al, 2019). These interactive features are very rarely designed to include a co-reader, adult or peer (Troseth et al, 2020). Rather, personalized digital books are designed to offer automatic 'You are here' tags, automatic feedback loops, progressively adapted to the child's reading progress in the book.…”

Section: Example 2: Subjective/objective Space Boundaries With Sharedmentioning

confidence: 99%

Digital literacies and children’s personalized books: Locating the ‘self’

Kucirkova¹,

Mackey²

2020

LRE

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This conceptual article discusses the role of digital literacies in personalized books, in relation to children’s developing sense of self, and in terms of assessing the potential impact of artificial intelligence (AI). Personalized books contain children’s data, such as their name, gender or image, and they can be created by readers or automatically by the publisher. Some personalized books are e-books enhanced with artificial intelligence, and some can be ordered as paperbacks. We discuss this use of children’s personal data in terms of the social location of the self with regard to subjective and objective dimensions. We draw on a map metaphor, in which objective space requires readers to locate themselves in an unknown ‘A-to-B’ space and subjective space provides an individually oriented world of ‘me-to-B’. By drawing on examples of personalized books and their use by parents and young children, we discuss how personalization troubles the borders between readers’ me-to-B and A-to-B space experiences, leading to possible confusion in the sense of self. We conclude by noting that AI-enhanced personalized texts can reduce personal agency with respect to formulating a sense of identity as a child.

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An enhanced eBook facilitates parent–child talk during shared reading by families of low socioeconomic status

Cited by 78 publications

References 92 publications

The Multisensory Experience of Handling and Reading Books

The Multisensory Experience of Handling and Reading Books

Preschoolers Benefit Equally From Video Chat, Pseudo-Contingent Video, and Live Book Reading: Implications for Storytime During the Coronavirus Pandemic and Beyond

Digital literacies and children’s personalized books: Locating the ‘self’

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