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Reading in the 21st century: Percept...

Silva, Carole.

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Reading in the 21st century: Perceptions of current faculty and students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Reading in the 21st century: Perceptions of current faculty and students./
Author:	Silva, Carole.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	116 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Contained By:	Dissertation Abstracts International78-07A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10256268
ISBN:	9781369611748

Reading in the 21st century: Perceptions of current faculty and students.
Silva, Carole.

Reading in the 21st century: Perceptions of current faculty and students. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 116 p.

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ph.D.)--Capella University, 2017.

The technology revolution has influenced society relating to the concepts of reading and what it means to be a reader in the 21st century. Researchers have studied the habits and practices of reading since the 1800s, but at the turn of the century, the expansion of digital technology in the form of computers, the Internet, iPads, iPods, Smartphones, and other digital devices, resulted in differences in knowledge and skills between two generations: one growing up with technology, and the other keeping up with technology. This qualitative study explored the impact of digital technology on the habits and practices of readers in middle school and college classrooms from the perspective of six students and six faculty members. The theoretical framework is social constructivism from Vygotsky and Piaget. Research questions focused on the frequency of reading, the preference of materials, the types of devices used, and definitions of reading. The individual interviews were conducted, recorded, transcribed, and analyzed. The analysis was done using matrices to determine answers to research questions and coding was done to determine patterns. Findings include the following: college faculty spend more time reading than middle school teachers; middle school students spend more time reading than college students; middle school students read books and textbooks; college students read articles; faculty read books and articles; both students and faculty use the Internet primarily, but all preferred printed documents. Finally, all agreed that one is a reader when one is connected to the text and understands what the author is saying. Implications from this qualitative study suggest that while the definition of reading has broadened to include digital literacy, the gap between immigrants and natives has lessened with technological devices.

ISBN: 9781369611748Subjects--Topical Terms:

517670
Educational technology.

Reading in the 21st century: Perceptions of current faculty and students.
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300 $a 116 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
500 $a Adviser: Bonita Wilcox.
502 $a Thesis (Ph.D.)--Capella University, 2017.
520 $a The technology revolution has influenced society relating to the concepts of reading and what it means to be a reader in the 21st century. Researchers have studied the habits and practices of reading since the 1800s, but at the turn of the century, the expansion of digital technology in the form of computers, the Internet, iPads, iPods, Smartphones, and other digital devices, resulted in differences in knowledge and skills between two generations: one growing up with technology, and the other keeping up with technology. This qualitative study explored the impact of digital technology on the habits and practices of readers in middle school and college classrooms from the perspective of six students and six faculty members. The theoretical framework is social constructivism from Vygotsky and Piaget. Research questions focused on the frequency of reading, the preference of materials, the types of devices used, and definitions of reading. The individual interviews were conducted, recorded, transcribed, and analyzed. The analysis was done using matrices to determine answers to research questions and coding was done to determine patterns. Findings include the following: college faculty spend more time reading than middle school teachers; middle school students spend more time reading than college students; middle school students read books and textbooks; college students read articles; faculty read books and articles; both students and faculty use the Internet primarily, but all preferred printed documents. Finally, all agreed that one is a reader when one is connected to the text and understands what the author is saying. Implications from this qualitative study suggest that while the definition of reading has broadened to include digital literacy, the gap between immigrants and natives has lessened with technological devices.
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