Adolescents' Out-of-School Digital Reading Practices

Autor/in	Zucker, Lauren
Titel	Adolescents' Out-of-School Digital Reading Practices
Quelle	(2018), (172 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Fordham University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3555-7297-1
Schlagwörter	Hochschulschrift; Dissertation; Adolescents; Electronic Publishing; Reading Habits; Interviews; High School Students; Suburban Schools; Self Management; Leisure Time; Educational Technology; Technology Uses in Education; Reader Text Relationship; Reading Strategies; Student Surveys + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Elektronisches Publizieren; Reading habit; Lesegewohnheit; Interviewing; Interviewtechnik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Selbstmanagement; Freizeit; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Reading strategy; Leselernstufe; Lesetechnik; Schülerbefragung
Abstract	Adolescents spend a significant portion of the day on digital devices, yet we know very little about their out-of-school reading practices. While screen recording technology allows researchers to record and view videos of digital reading, the majority of studies exploring digital reading limit participants' reading to researcher-selected texts and tasks. The present study used screen recordings of digital reading and stimulated-recall interviews to explore adolescents' digital reading practices. Participants (N = 8) from a large, suburban high school recorded themselves reading outside of school for their own purposes, participated in interviews, and took a revised Metacognitive Awareness of Reading Strategies Inventory (MARSI). Data were analyzed both inductively for emergent themes, and deductively, through Turner and Hicks' (2015) connected reading model. Findings revealed that teens engaged in all of the practices of connected reading, though some of their practices were more developed than others. Video clips of participants' connected reading practices can be accessed in a digital compendium at http://www.laurenzucker.org/research. The emergent theme of self-regulated learning indicated that teens frequently regulated their learning across personal, behavioral, and environmental processes. Results are discussed with respect to implications for both teaching and research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01