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Design, behaviour and social indicators of children’s agentic reading of story-apps

Kucirkova, N; (2018) Design, behaviour and social indicators of children’s agentic reading of story-apps. Qualitative Research in Psychology (In press).

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Abstract

A comprehensive understanding of children’s motivation to read e-books requires a multifaceted and contextualized conceptualization of children’s agency. In this study, agency was operationalized as a set of behaviour indicators of children’s control (behavioural agency), adults’ perceptions of reader identities afforded by the content and format of books (social agency), and specific multimedia and interactive features that afford personalisation (agentic design). In a comparative qualitative case study, seven pre-school children and their mothers were observed reading four story-based interactive e-books (story-apps). Multi-method analysis that combined design evaluation with observational and interview data, revealed that behavioural agency was demonstrated in the children’s frequent, prolonged and repetitive physical engagement with the story-apps. Social agency became foregrounded in relation to constitutive reader identities. Agentic design was related to children’s sense of autonomy. The findings have implications for how we theorize, operationalize and apply the concept of agency in children’s e-books and reading for pleasure.

Type: Article
Title: Design, behaviour and social indicators of children’s agentic reading of story-apps
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: agency, e-books, apps, reading engagement, reading motivation, early reading.
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: http://discovery.ucl.ac.uk/id/eprint/10060946
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