dc.date.accessioned2021-08-23T22:48:55Z
dc.date.accessioned2022-10-19T00:14:19Z
dc.date.available2021-08-23T22:48:55Z
dc.date.available2022-10-19T00:14:19Z
dc.date.created2021-08-23T22:48:55Z
dc.date.issued2018
dc.identifierhttp://hdl.handle.net/10533/250261
dc.identifier1150045
dc.identifierWOS:000426626700006
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/4481524
dc.description.abstractMany researchers and educators believe that reading and writing instruction needs to change in order to reflect the multimodal, technological, interactive nature of communication today. To date, few studies have examined how touchscreen devices may influence primary school students' reading and writing practices. Guided by Vygotsky's notion of co-construction and aspects of the New London Group's multiliteracies framework, we built an original multimodal tablet tool and examined how 51 third graders in Costa Rica used it to co-construct and design meaning in a reading-to-writing activity. The first aim of this study, therefore, is to understand how multimodality and technology can work together to support young people's reading and writing. Secondly, we asked how a specific interactive, touchscreen feature might positively contribute to third graders' writing samples. The key findings were that the tool used in this study encouraged a broad range of writing practices, that the touch feature supported co-construction, and that the careful integration of touchscreen features can engage and motivate students in reading and writing activities.Keywords Author Keywords:literacy instruction
dc.description.abstractmultimodality
dc.description.abstracttouch screens
dc.description.abstractVygotsky
dc.description.abstractwriting KeyWords Plus:SCREEN TABLETS
dc.description.abstractIPAD
dc.description.abstractLITERACY
dc.description.abstractTECHNOLOGIES
dc.description.abstractEDUCATION
dc.description.abstractAPPS
dc.description.abstractTOOL
dc.description.abstractMETAANALYSIS
dc.description.abstractFRAMEWORK
dc.description.abstractCHILDREN
dc.languageeng
dc.relationhttps://doi.org/10.1111/jcal.12224
dc.relationhandle/10533/111557
dc.relation10.1111/jcal.12224
dc.relationhandle/10533/111541
dc.relationhandle/10533/108045
dc.rightsinfo:eu-repo/semantics/article
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 Chile
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/3.0/cl/
dc.titleRead, write, touch: Co-construction and multiliteracies in a third-grade digital writing exercise
dc.typeArticulo


Este ítem pertenece a la siguiente institución