dc.contributor.author | Kucirkova, Natalia | |
dc.date.accessioned | 2020-08-17T12:32:26Z | |
dc.date.available | 2020-08-17T12:32:26Z | |
dc.date.issued | 2019-01 | |
dc.identifier.citation | Kucirkova, N. (2019) Socio-material directions for developing empirical research on children’s e-reading: A systematic review and thematic synthesis of the literature across disciplines. Journal of Early Childhood Literacy, https://doi.org/10.1177/1468798418824364 | en_US |
dc.identifier.issn | 1741-2919 | |
dc.identifier.uri | https://hdl.handle.net/11250/2672634 | |
dc.description | Users who receive access to an article through a repository are reminded that the article is protected by copyright and reuse is restricted to non-commercial and no derivative uses. Users may also download and save a local copy of an article accessed in an institutional repository for the user's personal reference. For permission to reuse an article, please follow our Process for Requesting Permission. | en_US |
dc.description.abstract | This review integrates literature on cross-disciplinary quantitative and qualitative studies related to children’s reading on screen published between January 2016 and September 2017, with a focus on the researchers’ epistemological perspectives on knowledge and learning. Johri’s (2011) framework of socio-material assemblages, which synthesises epistemological dualities, is used to examine the ways in which researchers conceptualise children’s learning with digital books. The review shows that extant empirical studies map directly onto the social part of Johri’s framework (examination of child and adult variables and behavioural characteristics) and onto the material aspects of children’s digital books (examination of books’ contents and features). Only theoretical studies pay equal attention to social and material aspects in their conceptualisation of children’s reading on screen. Overall, it is recommended that in addition to cross-disciplinary and multiple methods, researchers consider socio-material assemblages to advance the field. A socio-material perspective could address time and space shifts in children’s reading on screen and might provide a springboard for future epistemological developments within the field. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | SAGE Publishing | en_US |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/deed.no | * |
dc.subject | literacy | en_US |
dc.subject | lesing på skjerm | en_US |
dc.subject | e-lesing | en_US |
dc.subject | ebøker | en_US |
dc.subject | digitale bøker | en_US |
dc.title | Socio-material directions for developing empirical research on children’s e-reading: A systematic review and thematic synthesis of the literature across disciplines | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | acceptedVersion | en_US |
dc.rights.holder | (C) The author | en_US |
dc.subject.nsi | VDP::Humaniora: 000 | en_US |
dc.source.journal | Journal of Early Childhood Literacy | |
dc.identifier.doi | 10.1177/1468798418824364 | |