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Journal > Journal of Adolescent & Adult Literacy
e-Reading and e-Responding: New Tools for the Next Generation of Readers
|Grades||9 – 12|
Contemporary transformations in digital technologies have prompted a reassessment of what literacy means and what is determined a “text.” Traditionally, text has been perceived as written messages and symbols in the forms of books, magazines, and newspapers. Today, text is recognized as much more than written words or images.
As teachers consider the need to expand the definition of text to keep up with the evolution of digital technologies, they should remember that today's readers are immersed in multimodal experiences and, consequently, have a keen awareness of the possibility of combining modes and media to receive and communicate messages. This awareness results in an urgent need for teachers and researchers to address the discrepancy between the types of literacy experiences students encounter at school (paper, pencil, and print texts), and those they practice in their daily lives outside the school environment (Web 2.0). One way to bridge such incongruity is to expand the types of texts students are exposed to and engaged with at school by turning attention to electronic books.
Larson, L.C. (2009). e-Reading and e-Responding: New Tools for the Next Generation of Readers. Journal of Adolescent & Adult Literacy, 53(3), 255–258.
Grades 5 – 12 | Lesson Plan | Standard Lesson
Students in grades 5 through 12 read and respond to electronic books by using e-book tools and features, including digital note-taking capabilities.
Grades 2 – 6 | Lesson Plan | Minilesson
Students in grades 2-6 use digital dictionaries and other e-book tools to learn new vocabulary as they read e-books on digital reading devices.
Grades 2 – 4 | Lesson Plan | Standard Lesson
Students use various tools and features of digital readers to develop vocabulary, support comprehension, respond to text, improve fluency, and enhance the reading experience.