READING NONFICTION LITERATURE ON THE IPAD: AN EXPLORATORY CASE STUDY

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READING NONFICTION LITERATURE ON THE IPAD: AN EXPLORATORY CASE STUDY Dr. Victoria Cardullo, Ed.D. Auburn University [email protected]

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READING NONFICTION LITERATURE ON THE IPAD: AN EXPLORATORY CASE STUDY. Dr. Victoria Cardullo, Ed.D . Auburn University [email protected]. Investigate the experiences of eighth-grade readers as they read nonfiction text on an iPad for academic purposes. - PowerPoint PPT Presentation

Transcript of READING NONFICTION LITERATURE ON THE IPAD: AN EXPLORATORY CASE STUDY

Page 1: READING  NONFICTION LITERATURE  ON THE IPAD: AN EXPLORATORY CASE STUDY

READING NONFICTION LITERATURE ON THE IPAD: AN EXPLORATORY CASE STUDY

Dr. Victoria Cardullo, Ed.D.Auburn University

[email protected]

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WHAT WAS THE PURPOSE OF THIS STUDY

Investigate the experiences of eighth-grade readers as they read nonfiction text on an iPad for academic purposes.

Investigate reading strategies students used to support their reading as well as what role the iPad features played in the reading process.

Explore whether those same strategies apply when reading nonfiction text on an e-reader.

Explore the role of e-readers in content area instruction and learning.

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PROBLEM STATEMENT

New Literacies of the 21st century Technologies are evolving faster than research can

support them. E-readers are a new “phenomenon” in classrooms

Schools are widely adopting e-readers that have not been fully integrated into the curriculum and or classroom.

How do they “fit” in instruction? One to One Initiatives are outdated

One to World device ( a more ubiquitous alignment)

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WHAT ARE THE QUESTIONS WE ARE SEEKING….

How do eighth-grade students read nonfiction text using the iPad?

What reading comprehension strategies do eighth-grade students use to read nonfiction text using the iPad?

What role do the iPad features play in the reading process?

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METHODOLOGY Exploratory Collective case study (within each case and across the cases) Qualitative data collection

Student think alouds, student pre-and post-interviews, student surveys, and classroom observations (3 times a week for 12 weeks)

Teacher interview Participants

8th grade students (N=8) Charter STEM School (K-8)

Sample selection Purposeful sample

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CHALLENGES OF TEXT SELECTION Original selection of text: Hole in my Life ( Gantos, 2002) Lexile level 840

Alternative choice of text: The Cage ( Mensky-Sender, 1986) Lexile level 500 Number the Stars (Lowery, 1998) Lexile level 670 I have Lived a Thousand Years: Growing up in the Holocaust (Bitton-Jackson,

1997) Lexile level 720 The Diary of a Young Girl: Anne Frank (Frank, 1991); Lexile level 1080Final selection of text: Informational Text The Shoah: 101 Keys to Understanding the Holocaust (Hurd, 2012); Lexile

level 1180 Narrative Nonfiction Anne Frank and the Children of the Holocaust (Lee, 2006); Lexile level 920

Note. 8th grade equivalent Lexile score is 805L-1100L.

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THEORETICAL FRAMEWORK

New Literacies theory Dual level theory (Leu et al., 2013) Multimodal literacies (Leu, 2001)

Transactional theory Transactions between the reader and the text and the ability (Leu et al., 2004). Linguistic Experiential Reservoir (LER)

Constructivist theory Socially constructed (Vygotsky, 1962, 1978) Social interactions, understanding, and knowledge of the text

Metacognition theory Text presented digitally present new challenges to comprehension (Coiro, 2003) Active monitoring and consequent regulation (Flavell, 1976)

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ANALYSIS OF DATA

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LORI: CASE #1

Strategic reader—strong strategy usage; used several strategies sequentially

High reading comprehension, high MARSI score, and medium prior iPad use

Rapid succession of strategies in a short period of time to monitor and repair meaning

Layers of strategies for a simple task

Supportive Strategies Frequency

Reading Strategies

Determine importance 24Monitoring of meaning 13Rereads 15i-Pad Features Used

Highlighting 32

Definition 20

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LORI’S CONCEPT MAP STRATEGIC READING

Concept Map showing Lori’s use of strategies and features to read nonfiction text using the iPad.

Unk

now

n w

ord

or

ke

y vo

cabu

lary

Click hyperlink Decision

Read evaluate

Dictionary

Context clues

Multiple Definitions

Evaluate

Predicting

Analyze

Pronounciation Knowledge of coding

Example Evaluate and connect to text

Analyze

Determine importance

Infer

Search

Search website edu, org, com Evaluate

Analyze

Synthesize Search Wikipedia

Read Determine importance

Return to text

Multi finger gesture to return home

Slide screens vertically until she gets to iBooks

Home screen -iBooks app to return home

Push home button Open iBooks

Read

Silently or orally read Check Meaning Evaluate

Continue reading

Reread Check meaning and understanding

Decision Highlight Determine

importance

Sticky note Determine importance Add notes based on what she remembers

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ERIN: CASE #2

• Receptive Vocabulary Strategies

• Adjusted iPad features • High reading comprehension,

high MARSI score, and medium prior iPad use

• Impact of vocabulary on Reading Comprehension

• Features of text and device –Supportive

Supportive Strategies Frequency

Reading Strategies

Monitor meaning 6

Predictions5

Context Clues 1

Rereads7

Connections 8

iPad Features

Highlighting 17

Hyperlinks17

Nonfiction Features

Definition 17

Pronunciation Guide 10

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ERIN’S CONCEPT MAP STRATEGIC READING

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• Strategic reader who needed motivation

• Believed the features of the device made reading on the iPad more “fluid”

• High reading comprehension, medium MARSI score, and low prior iPad use

• Read nonfiction text on the iPad differently, using both nonfiction and iPad features to support his learning

Supportive Strategies FrequencyReading Strategies

Context Clues 19

Rereads 16

Evaluation 23

Connections 11

iPad Features

Sticky notes 10Pronunciation Guide 16

Video 11

Search ( web/text) 14

Jerry: Case #3

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JERRY’S CONCEPT MAP STRATEGIC READING

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• Inquisitive , explorative, assistive • High reading comprehension,

high MARSI score, and low prior iPad use

• Believed the features of the device helped support his understanding

• Used multiple texts to support his understanding• cross-referencing content using

the search feature.

Supportive Strategies FrequencyNonfiction Features

Definition/glossary 19

iPad Features

Highlighting 14

Search Feature 10

Hyperlink 9

Video 8

Trey: Case #4

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• Preferred writing on paper • Requested peer assistance often • Average reading comprehension,

medium MARSI score, and low prior iPad use.

• Preferred to just read rather than interact with the device

• Needed encouragement and support from peers

• Apprehensive of device

Supportive Strategies FrequencyReading Strategies

Context clues 18

Ipad Features

Dictionary 14

Pronunciation Guide 14

Nonfiction Features

Hyperlinks 9

Search Feature 8

Video 8

Anna: Case #5

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EMERGENT THEMES

Comprehension Reading Strategies Key reading comprehension strategies such as determining importance,

monitoring meaning, synthesis, inferring, evaluation, reflection, predicting and contextual clues.

Nonfiction features Nonfiction support features reinforced students’ understanding of the text:

audio/video, pronunciation guide, and definition.

iPad features Features specific to the iPad, were inherently supportive for student learning,

understanding: highlighting, hyperlinking, sticky note, and search.

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EMERGING THEMES

Comprehension

Strategies

Connections-34

Context clues-49

Determining importance-

38

Evaluation-55

Rereading-48

iPad Features

Highlighting -42

Hyperlinks -101

Search-9

Sticky notes-55

Nonfiction Features

Audio/video-66

Definition/Glossary-51

Examples-42

Pronunciation -48

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DISCUSSION Students relied on preexisting reading strategies to construct

meaning from digital text when using the iPad and they also used “new” reading strategies.

Student explored iPad features to support their understanding of the nonfiction text when using the iPad.

Text features or absence of features impacted reading comprehension.

Range of reading strategies and iPad features used by students varied according to student reading proficiency, level of reading comprehension, and ease of iPad use.

Hypermedia and Hypertext offer embedded scaffolding & support.

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IMPLICATIONS AND RECOMMENDATIONS

Students Access beyond the classroom

Teachers The support and dispositions of a metacognitive teacher

Researchers Strong pedagogical framework for e-readers

• Publishers

Future development of e-books needs to provide creative content media

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OTHER CHALLENGES

Instructional challenges Instructional technology challenges (IT) Accessibility challenges Logistical challenges

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THANK YOU

Questions Discussion