Textual reading in digitised classrooms: Reflections on reading beyond the internet
Peer reviewed, Journal article
Published version
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https://hdl.handle.net/11250/3060907Utgivelsesdato
2022Metadata
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Originalversjon
van der Weel, A., & Mangen, A. (2022). Textual reading in digitised classrooms: Reflections on reading beyond the internet. International Journal of Educational Research, 115, 102036. 10.1016/j.ijer.2022.102036Sammendrag
Discussions of digital technologies in education should take into consideration the role of analogue technologies – such as print books – especially when it comes to reading. Empirical research (Delgado et al., 2018; Kong et al., 2018; Clinton, 2019; Singer & Alexander, 2017) shows that paper supports comprehension better than screens, especially when reading longer and more complex texts. PISA 2019 shows that reading performance has declined in many countries, and teenagers report a significant drop in leisure reading. This article reviews and discusses these findings, in light of how reading and literacy have been redefined on the premises and affordances of digital technologies, and calls for a heightened attention to important aspects of reading that are now being marginalized – namely, those that are least compatible with digital technologies.