東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Adolescents' Out-of-School Digital R...

Zucker, Lauren.

Linked to FindBook

Google Book

Amazon

博客來

Adolescents' Out-of-School Digital Reading Practices.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Adolescents' Out-of-School Digital Reading Practices./
Author:	Zucker, Lauren.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	172 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
Contained By:	Dissertation Abstracts International79-05A(E).
Subject:	Language arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10642701
ISBN:	9780355572971

Adolescents' Out-of-School Digital Reading Practices.
Zucker, Lauren.

Adolescents' Out-of-School Digital Reading Practices. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 172 p.

Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.

Thesis (Ph.D.)--Fordham University, 2018.

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.

ISBN: 9780355572971Subjects--Topical Terms:

532624
Language arts.

Adolescents' Out-of-School Digital Reading Practices.
LDR:02364nmm a2200325 4500 001 2159813
005 20180703102253.5
008 190424s2018 ||||||||||||||||| ||eng d
020 $a 9780355572971
035 $a (MiAaPQ)AAI10642701
035 $a (MiAaPQ)fordham:11087
035 $a AAI10642701
040 $a MiAaPQ $c MiAaPQ
100 1 $a Zucker, Lauren. $3 3347704
245 1 0 $a Adolescents' Out-of-School Digital Reading Practices.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 172 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
500 $a Adviser: Kristen H. Turner.
502 $a Thesis (Ph.D.)--Fordham University, 2018.
520 $a 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.
590 $a School code: 0072.
650 4 $a Language arts. $3 532624
650 4 $a Secondary education. $3 2122779
650 4 $a Educational technology. $3 517670
650 4 $a Reading instruction. $3 2122756
690 $a 0279
690 $a 0533
690 $a 0710
690 $a 0535
710 2 $a Fordham University. $b Contemporary Learning and Interdisciplinary Research (CLAIR). $3 3347705
773 0 $t Dissertation Abstracts International $g 79-05A(E).
790 $a 0072
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10642701