Digital Social Reading
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Digital Social Reading
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Author : Federico Pianzola
language : en
Publisher: MIT Press
Release Date : 2024-12-17
Digital Social Reading written by Federico Pianzola and has been published by MIT Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2024-12-17 with Language Arts & Disciplines categories.
Social Reading
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Author : José-Antonio Cordón-García
language : en
Publisher: Elsevier
Release Date : 2013-10-31
Social Reading written by José-Antonio Cordón-García and has been published by Elsevier this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-10-31 with Computers categories.
Contemporary developments in the book publishing industry are changing the system as we know it. Changes in established understandings of authorship and readership are leading to new business models in line with the postulates of Web 2.0. Socially networked authorship, book production and reading are among the social and discursive practices starting to define this emerging system. Websites offering socially networked, collaborative and shared reading are increasingly important. Social Reading maps socially networked reading within the larger framework of a changing conception of books and reading. This book is structured into chapters covering topics in: social reading and a new conception of the book; an evaluation of social reading platforms; an analysis of social reading applications; the personalization of system contents; reading in the Cloud and the development of new business models; and Open Access e-books. Discusses social reading as an emerging tendency involving authors, readers, librarians, publishers, and other industry professionals Describes how the way we read is changing Presents ways in which the major players in the digital content industry are developing specific applications to foster socially networked reading
Social Reading In The Digital Age
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Author : Allison Hegel
language : en
Publisher:
Release Date : 2018
Social Reading In The Digital Age written by Allison Hegel and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018 with categories.
The rise of online platforms for buying and discussing books such as Amazon and Goodreads opens up new possibilities for reception studies in the twenty-first century. These platforms allow readers unprecedented freedom to preview and talk to others about books, but they also exercise unprecedented control over which books readers buy and how readers respond to them. Online reading platforms rely on algorithms with implicit assumptions that at times imitate and at times differ from the conventions of literary scholarship. This dissertation interrogates those algorithms, using computational methods including machine learning and natural language processing to analyze hundreds of thousands of online book reviews in order to find moments when literary and technological perspectives on contemporary reading can inform each other. A focus on the algorithmic logic of bookselling allows this project to critique the ways companies sell and recommend books in the twenty-first century, while also making room for improvements to these algorithms in both accuracy and theoretical sophistication. This dissertation forms the basis of a re-imagining of literary scholarship in the digital age that takes into account the online platforms that mediate so much of our modern literary consumption.
Words Onscreen
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Author : Naomi S. Baron
language : en
Publisher: Oxford University Press
Release Date : 2015-01-09
Words Onscreen written by Naomi S. Baron and has been published by Oxford University Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-01-09 with Language Arts & Disciplines categories.
People have been reading on computer screens for several decades now, predating popularization of personal computers and widespread use of the internet. But it was the rise of eReaders and tablets that caused digital reading to explode. In 2007, Amazon introduced its first Kindle. Three years later, Apple debuted the iPad. Meanwhile, as mobile phone technology improved and smartphones proliferated, the phone became another vital reading platform. In Words Onscreen, Naomi Baron, an expert on language and technology, explores how technology is reshaping our understanding of what it means to read. Digital reading is increasingly popular. Reading onscreen has many virtues, including convenience, potential cost-savings, and the opportunity to bring free access to books and other written materials to people around the world. Yet, Baron argues, the virtues of eReading are matched with drawbacks. Users are easily distracted by other temptations on their devices, multitasking is rampant, and screens coax us to skim rather than read in-depth. What is more, if the way we read is changing, so is the way we write. In response to changing reading habits, many authors and publishers are producing shorter works and ones that don't require reflection or close reading. In her tour through the new world of eReading, Baron weights the value of reading physical print versus online text, including the question of what long-standing benefits of reading might be lost if we go overwhelmingly digital. She also probes how the internet is shifting reading from being a solitary experience to a social one, and the reasons why eReading has taken off in some countries, especially the United States and United Kingdom, but not others, like France and Japan. Reaching past the hype on both sides of the discussion, Baron draws upon her own cross-cultural studies to offer a clear-eyed and balanced analysis of the ways technology is affecting the ways we read today--and what the future might bring.
Reading In The Digital Age Young Children S Experiences With E Books
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Author : Ji Eun Kim
language : en
Publisher: Springer
Release Date : 2019-07-23
Reading In The Digital Age Young Children S Experiences With E Books written by Ji Eun Kim and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019-07-23 with Education categories.
This edited book focuses on affordances and limitations of e-books for early language and literacy, features and design of e-books for early language and literacy, print versus e-books in early language and literacy development, and uses of and guidelines for how to use e-books in school and home literacy practices. Uniquely, this book includes critical reviews of diverse aspects of e-books (e.g., features) and e-book uses (e.g., independent reading) for early literacy as well as multiple examinations of e-books in home and school contexts using a variety of research methods and/or theoretical frames. The studies of children’s engagement with diverse types of e-books in different social contexts provide readers with a contemporary and comprehensive understanding of this topic. Research has demonstrated that ever-increasing numbers of children use digital devices as part of their daily routine. Yet, despite children’s frequent use of e-books from an early age, there is a limited understanding regarding how those e-books are actually being used at home and school. As more e-books become available, it is important to examine the educational benefits and limitations of different types of e-books for children. So far, studies on the topic have presented inconsistent findings regarding potential benefits and limitations of e-books for early literacy activities (e.g., independent reading, shared reading). The studies in this book aim to fill such gaps in the literature.
Social Reading Cultures On Booktube Bookstagram And Booktok
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Author : Bronwyn Reddan
language : en
Publisher: Taylor & Francis
Release Date : 2024-04-30
Social Reading Cultures On Booktube Bookstagram And Booktok written by Bronwyn Reddan and has been published by Taylor & Francis this book supported file pdf, txt, epub, kindle and other format this book has been release on 2024-04-30 with Literary Criticism categories.
This book examines the reading cultures developed by communities of readers and book lovers on BookTube, Bookstagram, and BookTok as an increasingly important influence on contemporary book and literary culture. It explores how the affordances of social media platforms invite readers to participate in social reading communities and engage in creative and curatorial practices that express their identity as readers and book lovers. The interdisciplinary team of authors argue that by creating new opportunities for readers to engage in social reading practices, bookish social media has elevated the agency and visibility of readers and book consumers within literary culture. It has also reshaped the cultural and economic dynamics of book recommendations by creating a space in which different actors are able to form an identity as mediators of reading culture. Concise and accessible, this introduction to an increasingly central set of literary practices is essential reading for students and scholars of literature, sociology, media, and cultural studies, as well as teachers and professionals in the book and library industries.
Examining How Social Digital Tools Foster Reading Engagement
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Author : Cindy Kim-Ngan Lam
language : en
Publisher:
Release Date : 2021
Examining How Social Digital Tools Foster Reading Engagement written by Cindy Kim-Ngan Lam and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021 with categories.
Reading is a fundamental skill that is critical for later academic success. Despite extensive research on its development, reading remains a challenging skill for students in the U.S. to master: recent data from the National Assessment of Education Progress showed that 65% of fourth-grade students score below the level of "proficient" in reading (National Assessment of Educational Progress, 2019). Of that percentage, students from minority or less affluent socioeconomic backgrounds obtained even lower scores. Given this need, research has predominantly focused on supporting reading development as a skill (National Reading Council, 1998). However, once a child develops competence in decoding, building expertise as a reader requires sustained engagement in the activity of reading, both for pleasure and as a resource for learning (Gambrell, Mazzoni, & Almasi, 2000; Taboada, Tonks, Wigfield, & Guthrie, 2009). National data affirms that supporting reading engagement is an important area to work on, as recent reports have found the amount of time that children read for fun has been dropping (Common Sense Media, 2014; National Assessment of Educational Progress & National Center for Education Statistics, 2012). Collectively, past research and national data points to a need for more research on how to nurture motivation and engagement to sustain a child's reading development into eventual expertise, both as an individual capacity and as a shared activity within a wider community. In this field of research on reading motivation and engagement, a key but under-explored area is the role of social motivation (Rueda, MacGillivray, Monzó, & Arzubiaga, 2000; Wigfield & Guthrie, 1997). Although the social context is underlined as central in learning theory (Rogoff, 1995; Vygotsky & Luria, 1978), the social aspects of motivation for reading engagement are not well elaborated in canonical reading motivation theories (Schiefele et al., 2012; Wentzel, 1996; Wigfield & Guthrie, 1997). More research is needed to understand the multidimensionality of social motivation and how it can be leveraged to nurture successful reading engagement, especially when it is situated in a social context. A parallel topic of interest to social motivation in reading is the recent development of educational technologies with social affordances. Past research has highlighted the capacities of social educational technologies for creating new, interest-driven opportunities for learning (Ito et al., 2012). However, the performance of these technologies to meet learning goals in classroom contexts varies widely. In particular, the ways that the social aspects of these technologies might best be leveraged to foster reading engagement require further study (Cheung & Slavin, 2012; Mangen & van der Weel, 2016; Weston, 2004). Investigating this topic would also contribute novel insights to reading motivation theory, particularly how the social dimension of motivation interacts with social affordances from digital tools. In the following dissertation, I address this gap in reading research with a multipronged approach to the broad questions of: how do learners socially engage around reading, given a social digital reading tool? My research leverages multiple methods to examine this question in the case of students from four elementary classrooms using one online reading exploration platform, Bookopolis. Bookopolis is aimed at elementary and middle schoolers, offering social affordances for reading engagement such as sending and receiving reading recommendations and sharing digital reader profiles. In the sections to follow, I present three studies that each take a different methodological approach, revealing unique but complementary insights to understand the phenomenon of social reading engagement around Bookopolis. In Chapter 1, I use social network analysis to examine reading engagement in the form of social reading recommendations on Bookopolis. Specifically, the ties in the network are defined as reading recommendations that are sent and taken up between peers. A stochastic actor-oriented model (SAOM) is implemented to examine what drives the evolution of the social network arising from reading recommendation uptake, as well as reading behavior within the network, for one classroom of 28 students. SAOM allows for the creation of models that simultaneously account for the evolution of reading behavior and the evolution of the ties within the social network over time (Snijders, van de Bunt, & Steglich, 2010). The study results indicate that students tended to send fewer reading recommendations over time, as well as read more books and a wider breadth of books over time. The analysis also found that neither peer influence nor selection effects significantly drove these changes in reading behavior or network ties. Rather, network ties were driven by one degree-related effect as well as structural tendencies of a social network, specifically reciprocity (the tendency to reciprocate received ties) and transitivity (the tendency to have ties with friends of friends). The findings suggest that students tend to have recommendation uptake ties that are reciprocal and within friend groups, as well as ties that are more selective rather than broadcast. The overall study offers novel insights as the first application of SAOM to a social reading recommendation network created by young learners in an online context. In Chapter 2, I use mixed methods to characterize a user typology of the unique ways that students socially engage on Bookopolis, across the sample of 122 students from four classrooms. Guided by questions of what are the unique types of engagement exhibited by students and how/why they used their preferred features on Bookopolis, I leveraged the combined strengths of cluster, descriptive, and qualitative analysis to identify and characterize four types of users: Reviewing Receivers, Collecting Senders, Minimal Users, and All-Rounders. While students of each user type overlapped in some aspects, interviews revealed that each group described distinct preferences for engaging in specific features, which was correspondingly reflected in distinct quantitative activity on the platform. The methodological approach in Chapter 2 demonstrates an example of how mixed methods can be used to characterize user typologies while centering participant voice in the data. Further, the findings of this research showcase how students can meaningfully engage in a range of ways using digital reading tools such as Bookopolis. These insights have implications how social digital tools can be better designed or implemented to encourage different styles of social reading engagement. Finally, in Chapter 3, I take a qualitative approach to investigate students' motivations for socially engaging with their peers around reading, given Bookopolis as a tool. Based on artifact-based, semi-structured interviews with 43 students across four classrooms, the qualitative analysis surfaced new facets of social reading motivation around the themes of helping others, sharing interests, competing, and using social virtual affordances for engagement. These findings built upon past conceptualizations of social motivation for reading engagement, beyond the idea that students engaged to help peers with schoolwork or discuss reading materials (Schiefele et al., 2012; Wentzel, 1996; Wigfield & Guthrie, 1997). The analysis found that students were motivated to engage in prosocial behaviors of sharing and curating reading recommendations with their peers. Students were also motivated to socially engage around common interests, particularly in the context of reading, in addition to engaging to manifest new common interests. The analysis further presents unique insights on what social virtual affordances students valued and why, such as maintaining digital profiles as readers or sharing online recommendations to engage with their peers around reading. Overall, this study contributes new dimensions to the theory of social motivation for reading, specifically how motivation can be augmented by the affordances of social digital reading technology. Together, the three studies of my dissertation contribute unique and complementary insights to the question of how young learners socially engage around reading given a social digital reading tool such as Bookopolis. From a methodological standpoint, the mix of quantitative and qualitative approaches helps address the tradeoffs of each selected method, while also providing depth to the findings that surfaced from each study. I elaborate the ways that each study builds upon the other in Introduction, in addition to the Discussion section of each presented study. Furthermore, the three studies together offer both practical and theoretical contributions to the questions of social engagement around reading. Practical contributions from Chapter 2 offer insights as to how and why an educational digital tool such as Bookopolis can be designed or used to support classroom-based social reading engagement. The theoretical contributions of Chapters 1 and 3 elucidate how socially engaged reading behavior manifests as a social network and as a form of reading motivation. Collectively, the range of approaches presented in my dissertation identifies novel, multifaceted insights on the phenomenon of social engagement around reading as it interfaces with technology. These findings inform how the design and implementation of social educational technologies can be leveraged to nurture sustained reading motivation and engagement.
The Digital Literary Sphere
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Author : Simone Murray
language : en
Publisher: Johns Hopkins University Press
Release Date : 2018-10-01
The Digital Literary Sphere written by Simone Murray and has been published by Johns Hopkins University Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018-10-01 with Literary Criticism categories.
Drawing on approaches from literary studies, media and cultural studies, book history, cultural policy, and the digital humanities, this book asks: What is the significance of authors communicating directly to readers via social media? How does digital media reframe the “live” author-reader encounter? And does the growing army of reader-reviewers signal an overdue democratizing of literary culture or the atomizing of cultural authority? In exploring these questions, The Digital Literary Sphere takes stock of epochal changes in the book industry while probing books’ and digital media’s complex contemporary coexistence.
Children Reading For Pleasure In The Digital Age
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Author : Natalia Kucirkova
language : en
Publisher: SAGE
Release Date : 2020-06-15
Children Reading For Pleasure In The Digital Age written by Natalia Kucirkova and has been published by SAGE this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020-06-15 with Education categories.
What does it mean to become a reader? What are the challenges and opportunities of engaging children in reading for pleasure in the 21st century? This book explores the ways in which reading for pleasure is changing in the era of globalisation, multiculturalism and datafication. Raising the next generation of engaged readers requires knowledge of the enduring characteristics of engagement and markers of quality in books and e-books. In addition, in order to develop new insights into children’s experience of reading on and off screen, nuanced understandings of psychological and socio-cultural research are offered. The cross-disciplinary examination integrates key research from educational psychology, new literacies, multimodality and socio-cultural perspectives and explores consequences for practice. An authoritative guide - it invites graduates, researchers and teachers to participate in the authors’ interdisciplinary dialogue about reading for pleasure.
Digital Social Reading And Second Language Learning And Teaching
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Author : Joshua J Thoms
language : en
Publisher:
Release Date : 2024-12-15
Digital Social Reading And Second Language Learning And Teaching written by Joshua J Thoms and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2024-12-15 with Language Arts & Disciplines categories.
Rapid changes in communication channels, tools, and conventions of interaction over the last two decades have paved the way for increasingly digital learning environments. In second language (L2) education, shifts toward digital learning and teaching were intensified during the pandemic and many such formats are here to stay. At the same time, a growing interest in socially oriented pedagogies in L2 learning and teaching is prompting many L2 researchers and practitioners to investigate new research areas and explore post-communicative language teaching pedagogies that engage learners more deeply with cultural texts, using a range of semiotic and linguistic resources. Digital Social Reading (DSR) is a pedagogical approach that affords technology-mediated collaborative reading, where texts are read through a digital platform that allows two or more readers to highlight the same virtual copy of a text and discuss it through a digital interface that affords synchronous or asynchronous margin dialogues anchored in specific passages. This book offers empirical studies demonstrating how DSR can foster-and illuminate-learner interactions that mediate learning, and also work that focuses on language teaching perspectives in DSR environments, including task design and assessment issues.