Reframing research and literacy pedagogy relating to CD narratives: Addressing 'radical change' in digital age literature for children

Title
Reframing research and literacy pedagogy relating to CD narratives: Addressing 'radical change' in digital age literature for children
Publication Date
2003
Author(s)
Unsworth, Leonard
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Western Australian Institute for Educational Research Inc
Place of publication
Australia
UNE publication id
une:6115
Abstract
Electronic books have become quite common in the early school years. The types of stories include instructional materials for packaged reading programs, traditional tales, well known classic and contemporary children's literature and recently authored digital narratives. Some of the latter deploy hypertext and multimodal resources in ways that facilitate innovative construction of point of view and metafictional elements, to engage readers in active, reflexive reading in ways not possible in conventional books. The range of CD stories reflect reading practices from those most closely aligned with reading conventional books to those associated with new digital narratives. Current research and classroom practice seems to be largely positioned at the conventional literacies end of the continuum. This paper proposes rethinking that position and the relationship between research and practice in the classroom use of CD narratives.
Link
Citation
Issues in Educational Research, 13(2), p. 55-70
ISSN
1837-6290
0313-7155
Start page
55
End page
70

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