Kucirkova, N;
(2017)
How Can Digital Personal(ized) Books Enrich the Language Arts Curriculum?
The Reading Teacher
, 71
(3)
pp. 275-284.
10.1002/trtr.1624.
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Abstract
Digital personal(ized) books are a relatively recent addition to the rich repertoire of literacy resources available to pre-K and elementary school teachers. This article summarizes the key ways in which personal(ized) books can enrich the language arts curriculum, drawing on a series of empirically based examples. The value of personalization in the digital stories is explained theoretically using the framework of five As: autonomy, authorship, authenticity, attachment, and aesthetics. The five As apply to personal(ized) stories created for, or by, young students and are used to generate some practical suggestions for future use of touchscreens in the classroom.
| Type: | Article |
|---|---|
| Title: | How Can Digital Personal(ized) Books Enrich the Language Arts Curriculum? |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1002/trtr.1624 |
| Publisher version: | http://doi.org/10.1002/trtr.1624 |
| Language: | English |
| Additional information: | © 2017 International Literacy Association. This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Digital/media literacies; Instructional strategies; methods and materials; Theoretical perspectives; Authentic < Assessment; Visual literacy < Digital/media literacies; New literacies < Digital/media literacies; 1-Early childhood; 2-Childhood; 7-Special needs |
| UCL classification: | UCL 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 - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1572211 |
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