Reading by Design: Two Case Studies of Digital Reading Practices
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| Title: | Reading by Design: Two Case Studies of Digital Reading Practices |
|---|---|
| Language: | English |
| Authors: | Rowsell, Jennifer, Burke, Anne |
| Source: | Journal of Adolescent & Adult Literacy. Oct 2009 53(2):106-118. |
| Availability: | International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2009 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Reading Comprehension, Ideology, Semiotics, Case Studies, Middle School Students, Foreign Countries, Literacy, Video Games, Adolescents |
| Geographic Terms: | Canada, United States |
| DOI: | 10.1598/JAAL.53.2.2 |
| ISSN: | 1081-3004 |
| Abstract: | The digital reading practices of two middle school students in US and Canadian contexts are examined. Using a multimodal discourse framework, the authors contemplate what digital reading practice is and distinctive practices of reading texts online compared with printed, school-based literacy practices. By focusing on two different genres of online texts, the authors illustrate the diversity of reading practices that digital texts entail. Alongside mapping out practices, the article aligns practices with reader subjectivities and describes how one informs the other. At the end of the article, implications for practice are foregrounded, such as using design to facilitate comprehension, invoking producer agendas in the act of reading, and identifying discourses and ideologies through the distribution of visuals and modalities within the semiotics of texts. (Contains 3 figures and 2 tables.) |
| Abstractor: | As Provided |
| Number of References: | 33 |
| Entry Date: | 2009 |
| Accession Number: | EJ860793 |
| Database: | ERIC |
| Abstract: | The digital reading practices of two middle school students in US and Canadian contexts are examined. Using a multimodal discourse framework, the authors contemplate what digital reading practice is and distinctive practices of reading texts online compared with printed, school-based literacy practices. By focusing on two different genres of online texts, the authors illustrate the diversity of reading practices that digital texts entail. Alongside mapping out practices, the article aligns practices with reader subjectivities and describes how one informs the other. At the end of the article, implications for practice are foregrounded, such as using design to facilitate comprehension, invoking producer agendas in the act of reading, and identifying discourses and ideologies through the distribution of visuals and modalities within the semiotics of texts. (Contains 3 figures and 2 tables.) |
|---|---|
| ISSN: | 1081-3004 |
| DOI: | 10.1598/JAAL.53.2.2 |
