Reading in the digital age

Proceedings of the 2014 ACM symposium on Document engineering - DocEng '14, 2014

Researchers constantly read and annotate academic documents. While almost all documents are provided digitally, many are still printed and read on paper. We surveyed 162 academics in order to better understand their reading habits and preferences. We were particularly interested in understanding the barriers to digital reading and the features desired by academics for digital reading applications.

Journal of Learning Development in Higher Education, 2022

An increasingly important aspect of undergraduate study is the ability to deal with reading academic texts digitally. Whilst the literature suggests that students prefer reading print texts (Foasberg, 2014; Mizrachi, 2015) and often have a deeper level of engagement with texts in this medium (Mangen et al., 2013; Delgado et al., 2018), the reality is that, for most students, digital texts are the norm. Study guides often focus on reading strategies that are considered broadly applicable to both digital and print formats. However, the differences between the two mediums are likely to impact on the strategies used, with students developing their own approaches as they gain more experience. In this paper, we present findings from a study exploring students' perspectives and practices in relation to digital reading. We carried out focus group interviews with 20 students in their second or final year of undergraduate degree programmes. Our analysis reveals that reading texts digitally does indeed form the bulk of students' reading activity, with ease and speed of accessibility, cost, and environmental considerations influencing this choice, and in some cases, precluding reading in print. However, despite the prominence of digital reading, some aspects of print readingin particular the scope for more sustained focus, detailed reading and enjoyment of the experiencewere highly valued by the students. Students' approaches to reading digital texts varied depending on reading purpose, but, in general, students had developed a range of techniques to help them navigate digital reading.

Perhaps the biggest barrier to higher education for ELL students is reading. Students have various problems with the written – and now digital - word. Increasingly, reading is digital, whether on a device or online, encouraged by national and institutional policies At Zayed University we are developing a gaze-controlled reading application that addresses the difficulties of digital reading for non-native readers. Known difficulties include orthography, pronunciation, vocabulary, syntax, and context. Focus groups with students and teachers have indicated relevant difficulties and associated issues within an academic reading context. These difficulties can be eased by vocabulary support and augmented context readily available through the application. Individual support can be provided to readers through analysing their eye movements and offering relevant and contextualised help. The app is also particularly useful for reading diagnosis and assessment. Although our field-testing is being done in Arabia we believe the issues are common to all ELL students, as well as common issues specific to digital reading.

Scholarly and Research Communication

The INKE Research Group comprises over 35 researchers (and their research assistants and postdoctoral fellows) at more than 20 universities in Canada, England, the United States, and Ireland, and across 20 partners in the public and private sectors. INKE is a large-scale, long-term, interdisciplinary project to study the future of books and reading, supported by the Social Sciences and Humanities Research Council of Canada as well as contributions from participating universities and partners, and bringing together activities associated with book history and textual scholarship; user experience studies; interface design; and prototyping of digital reading environments.

Refereed Conference Paper This paper was accepted for the conference via a blind refereeing process established by the Conference Planning Committee on behalf of ALEA and AATE Title Reading beyond the lines? The role of digital texts and technology in reading groups Abstract Classroom practitioners are beginning to incorporate new technologies into literacy experiences. While these attempts are bridging the technological divide in classrooms between old and new literacies, some researchers argue that teachers and students are not necessarily engaging with new literacies when using new technologies (Lankshear & Knobel, 2003b). This paper discusses research conducted using a survey, interviews and classroom observations, on the use of technology during 'reading groups', in Early Stage 1 and Stage 1 classrooms in rural New South Wales. Technology was found to be most frequently encountered by small groups and individual students, working independently of the teacher. Students t...

Problemi na postmodernostta, 2018

The Future of Children, 2012

Advances in digital technologies are dramatically altering the texts and tools available to teachers and students. These technological advances have created excitement among many for their potential to be used as instructional tools for literacy education. Yet with the promise of these advances come issues that can exacerbate the literacy challenges identified in the other articles in this issue. In this article Gina Biancarosa and Gina Griffiths characterize how literacy demands have changed in the digital age and how challenges identified in other articles in the issue intersect with these new demands. Rather than seeing technology as something to be fit into an already crowded education agenda, Biancarosa and Griffiths argue that technology can be conceptualized as affording tools that teachers can deploy in their quest to create young readers who possess the higher levels of literacy skills and background knowledge demanded by today's information-based society. Biancarosa and Griffiths draw on research to highlight some of the ways technology has been used to build the skills and knowledge needed both by children who are learning to read and by those who have progressed to reading to learn. In their review of the research, Biancarosa and Griffiths focus on the hardware and software used to display and interface with digital text, or what they term e-reading technology. Drawing on studies of e-reading technology and computer technology more broadly, they also reflect on the very real, practical challenges to optimal use of e-reading technology. The authors conclude by presenting four recommendations to help schools and school systems meet some of the challenges that come with investing in e-reading technology: use only technologies that support Universal Design for Learning; choose evidence-based tools; provide technology users with systemic supports; and capitalize on the data capacities and volume of information that technology provides.

Education 3-13, 2020

Widespread changes in communication associated with new technologies have led to a growing interest in digital literacy. Although the concept of digital literacy suffers from a lack of agreed definition, this paper suggests that reading and writing with technology remains a central concern. The written word, a central feature of these communicative practices, is now used in new ways and often in combination with different media as new devices and physical practices are recruited to the task of meaning making. The influence of different ways of thinking about these new literacies has led to the development of the diverse body of research outlined here. Tracing these strands in current thinking about digital literacy helps to identify how literacy has expanded and diversified. But because it is now a significant aspect of full participation in society, reading with technology raises important questions for education. This paper suggests that policy in this area is poorly articulated and argues for more focused classroom research.

القراءة اللغوية للنص القرآني - سورة الإسراء - الأستاذ مجدي حسين - رئيس قسم اللغة العربية سابقًا جامعة الإسكندرية

القراءة اللغوية للنص القرآني - سورة الإسراء - الأستاذ مجدي حسين - رئيس قسم اللغة العربية سابقًا جامعة الإسكندرية