ERIC Number: EJ1377715
Record Type: Journal
Publication Date: 2023
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-0561
EISSN: EISSN-1936-2714
Rethinking Text Features in the Digital Age: Teaching Elementary Students to Navigate Digital Stories, Websites, and Videos
Reading Teacher, v76 n6 p747-756 May-Jun 2023
While reading digital texts requires many of the same foundational literacy skills as reading printed texts, it also requires skills that go beyond print-based reading. In this article, we argue that the skills children need to read, understand, and communicate about digital texts is a Core Disciplinary Practice that should be addressed in the elementary grades. To do so, we explain the idea of reading digital texts as a disciplinary literacy practice, explore the features of digital texts that make them qualitatively different from printed texts, and offer approaches for explicitly teaching children how to read and interact with digital texts in ways that support their comprehension and prepare them for future disciplinary learning. In the final section, we provide teachers with three examples of digital texts they might integrate into a K-2 science unit and offer strategies for teaching children to navigate the unique features of these texts.
Descriptors: Reading Instruction, Electronic Publishing, Reading Skills, Elementary School Students, Literacy, Printed Materials, Reading Comprehension, Primary Education, Science Education
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Early Childhood Education; Primary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A