Editor’s Note: Our next author, Sheila Frye (@sheila_frye), wears many hats: she is an educator with fifteen years’ experience, a reading specialist, a literacy innovation researcher, and a doctoral candidate studying the design of learning environments. Her research focuses on the crossroads between interactive eBooks and reading comprehension. She has teaching certifications in reading, special education, and educational supervision, and blogs at http://teachingliteracy.tumblr.com. We are honored to feature her insights – and, as you will see, her wonderful exuberance – in this month’s theme on ethnography in education.
I have joyful data.
Yes, you read that correctly.
I have AWESOMELY LOVELY and JOYFUL data.
You see, for the past nine months I have been entrenched in my dissertation fieldwork, giddily collecting data on second graders’ responses to reading interactive eBooks on the iPad. Using a repeated measure design, I sat with thirty participants individually for two thirty-minute sessions each and observed what they did while reading the two chosen eBooks in either a “Read-to-Me” or “Read-and-Play” mode. After reading, the participants engaged in several performance tasks to assess their understanding of the stories and to gather information on their personal views of reading interactive eBooks.
In most children’s stories, the reader takes on a more passive role. But I wanted to study what happens when readers become active participants in a story. Luckily, Nosy Crow developed these awesome eBook apps that contain digital enhancements to transform the reading experience into one that requires the user to manipulate and interact with the characters, words, and other textual elements to traverse the plot. Consequently, users have the option to become active participants in the narratives themselves. You know the Three Little Pigs? Well, users can help the pigs build their houses with the tap of a finger and, diabolically so, blow on the iPad to assist the wolf in huffing and puffing and blowing their houses down. Think Cinderella needs to upstage her mean stepsisters? Users can put the glass slipper on Cinderella’s foot so she can gloat until her heart’s content.
Think about it: Children are naturally curious and practically beg to be involved in the environment that surrounds them. Drawing upon this to design eBooks that allow young readers to become part of the story?
My research takes an intimate look at “interactive eBooks,” software applications that provide users with a multimedia literary experience designed especially for a touch screen device. Interactive eBooks go beyond traditional eBooks because they have “hotspots” embedded within the software that allow readers to become actively involved in the experience of reading and, subsequently, may provide learners with new ways to make meaning and increase text comprehension. As you may know, reading comprehension is the ability to make meaning and construct knowledge, an act that stems from the interaction between the reader and the text. In order to comprehend a text successfully, readers must actively reflect on and decode the printed word, combine this with their own prior knowledge, attend to unwritten nuances and inferred purposes of the author, and finally synthesize this information to make new meaning.