The Digital Challenge

Abrams, Sandra Schamroth; Merchant, Guy

doi:10.1002/9781118323342.ch23

Cited by 9 publications

(2 citation statements)

References 39 publications

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“…In many cases, however, there is also the matter of how educators are trained to help their students learn from digital text and to be critical consumers of the vast amounts of information available to them via hypermedia. Although there are many examples of teachers using digital resources in innovative and creative ways, many teachers struggle to incorporate digital material into their day-to-day literacy instruction (Abrams & Merchant, 2013;Flewitt, Kucirkova, & Messer, 2014). There may be several reasons for this, including lack of confidence in using digital devices in the classroom, extra time needed to explore available digital resources, lack of guidance in how to incorporate digital reading into classroom practice and the common precedence of print reading in already-full curricula (Carrington, 2005;Turbill, 2001).…”

Section: Discussionmentioning

confidence: 99%

Learning to read in a digital world

Thomson

Barzillai

Broek

et al. 2018

Studies in Written Language and Literacy

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Understanding how to best support children as they learn to read in an increasingly digital world involves recognizing the many child-and text-related aspects of children's digital reading experience. In the current chapter, we consider how children's reading skills, goals, as well as the properties of digital text influence children's reading development in digital environments. We further discuss how schools, parents, media creators, and policy makers can help shape children's reading experience in digital contexts so that each child is given the tools, skills, and opportunities she needs to reach her full potential in both print and digital environments.

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Section: Discussionmentioning

confidence: 99%

Learning to read in a digital world

Thomson

Barzillai

Broek

et al. 2018

Studies in Written Language and Literacy

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“…Given that individuals can choose to write in phonetic spellings, despite the fact it is not necessarily conventionalized across users, demonstrates the power of these digital, "literate spaces" (Abrams & Merchant, 2013). Without fear of a red pen, teens develop their awareness of audience and context, building their 21st-century skills in an authentic 21st-century setting.…”

Section: Discussionmentioning

confidence: 99%

Demystifying Digitalk

Turner

Abrams

Katić

et al. 2014

Journal of Literacy Research

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The language teens use in digital spaces-from social network posts to instant message chats to text messages-often does not adhere to Standard Written English (SWE). Their digital writing involves a combination of written and conversational languages and often has a digital thumbprint that distinguishes the writer. As a means to understand this digitalk, we conducted a mixed method study that not only examines the conventions of digitalk, but also explores the impetus behind teens' languages choices. Over the course of 2 years and three rounds of data collection, we investigated the digital language use of 81 adolescents (Grades 7-12) from urban and suburban, public and private schools in a large metropolitan area. Data provide insight into the conventions of digitalk and the reasons these features of language have been conventionalized within adolescent digital communities. Ultimately, we see teens engaging in purposeful writing that may differ from SWE, but, nonetheless, shows an awareness of audience, efficiency in communication, expression of personal voice, and inclusion in a community of practice.

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Literacy, Technology and Early Years Education: Building Sustainable Practice

McLean

2016

Literacy in the Early Years

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The Digital Challenge

Cited by 9 publications

References 39 publications

Learning to read in a digital world

Learning to read in a digital world

Demystifying Digitalk

Literacy, Technology and Early Years Education: Building Sustainable Practice

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