This document discusses how e-books and digital reading are changing literacy and the reading experience. Some key points: - E-book reading is growing, especially among children who read e-books at home and on mobile devices. However, many children still prefer printed books. - Digital reading allows for customization of font, highlighting, note-taking and built-in dictionaries. It also provides interactive features and access to the internet. - The Common Core State Standards recognize the need for students to be prepared for digital literacy and embedding technology standards. This includes developing skills in multiple text formats. - While e-books increase access and convenience, issues of quality, user experience, and developmentally appropriate content need attention

1. e-Books and Common Core State Standards:
The Flexible Nature of Digital Reading
International Reading Association 58th Annual Conventions
Dr. Elizabeth Dobler, Emporia State University
Dr. Lotta Larson, Kansas State university

2. Technology is
changing the
way we
read,
respond to,
and
interact with
texts

3. E-book Reading
 E-book reading has been around
since early 1990s
 Multiple formats: online,
downloadable, linear, multimodal
 Multiple devices and reading options

4. 2013 Kids & Family Reading
Report
 http://mediaroom.scholastic.com/files/
kfrr2013-wappendix.pdf

5. 2013 Kids & Family Reading
Report
 46% of children have read an e-book
(doubled since 2010)
◦ 75% at home
◦ 27% at school
◦ 37% other (library, friend’s house, etc.)
 51% are interested in reading e-books
 49% of kids said they’d read more if
they had greater access to e-books
(33% in 2010)

6. 2013 Kids & Family Reading
Report
 % of children who have read an e-book on each
device

7. 2013 Kids & Family Reading
Report
 58% say they will always want to read
books printed on paper (66% in 2010)

8. Best Practices for Teaching with
Digital Readers
 Digital reading differs from print
reading
 Reading comprehension
◦ Reader factors
◦ Text factors

9. Reading Comprehension
 Reader factors address the aspects that
the readers bring to the reading
experience such as background
knowledge, engagement with text, and
strategies used while reading.
 Text factors represent the author’s
contributions to the reading experience
including the author’s ideas, organization
of ideas, and the words used to express
those ideas.
(Tompkins, 2010)

10. Common Core State
Standards
 CCSS recognize the need to prepare
students for their future success by
embedding rigorous standards and
calling for literacy-learning through
the use of technology.

11. Text Complexity

12. Important Attributes of
eBooks
Source: Scholastic, 2013

13. Customizing the Digital
“Page”
 Font size
 Font
 Background
 Line spacing
 Margins
 Page orientation

14. Notes/Annotations

15. Highlighting

16. Digital Dictionary

17. Text-to-Speech & Narration

18. Interactive, Multimodal features
& Internet Access

19. CCSS Connections
Literature and Informational
Texts
 Key Ideas and Details (Quote from
text; Determine meaning; Compare &
contrast)
 Craft and Structure (Determine
meaning of language; Figurative
language; Point of view)
 Integration of Knowledge and Ideas
(Integrate information from multiple
sources)

20. CCSS Connections
Foundational Skills
 Phonics and Word Recognition
(Letter-sound correspondences; word
analysis, decoding)
 Fluency (Read orally; rereading)
Speaking & Listening
 Comprehension and collaboration
(Collaborative discussions; Come
prepared; Ask questions)

21. CCSS Connections
Language Standards
 Conventions of Standard English
(Parts of speech; Conventions;
Spelling patterns; Reference
materials)
 Knowledge of Language (Use of
language when writing, speaking,
reading, or listening)
 Vocabulary Acquisition and Use
(Consult reference materials, both in
print and digital)

22. Fewer people are reading, but
they are reading in more
formats than ever.
Digital Book Reading Devices:
E-reader, tablet, laptop, desktop, cell phone

23. 21% of adults have read
an e-book.
Owners of e-readers read eight more
books a year than those without (25 - 17).

24. 58% of adults reading an e-book
report reading a print book the
day before.
Previous statistics from Younger American Reading and Library Habits,
Pew Internet & American Life Project, 2012

25. Young Adults and Digital
Books
 One third have not read an ebook
 63% have not read a digital textbook

27.  I read Frindle on my iPhone. I liked it
because I always have my phone with
me, therefore, I always had the book
with me! I also enjoyed how you could
change the colors, font size, or the
way you read (scroll or book style). I
read a lot more as an ebook! I
usually am not very motivated to
read, but this was different. I LOVE IT! I
have never read an e-book before, but
my iBooks library is quickly filling
up; I have read two ebooks in record
time! I think this has encouraged me to
read more.

28.  I finished the book faster because I
read while waiting in lines, hanging
out with friends, etc. I am not as
against it as I once was.
Convenience is nice, but it is a
double-edged sword. It makes us
frustrated when we can't get
something right away and
dissatisfied with simple joys.
Maybe I am reading too far into it.

29. Let the Reader Beware:
Evaluating the Quality of Digital
Children's Books

30.  Traditional
digital book
 Original digital
book
 Book, game, or
movie inspired
digital book

31. A Word of Caution
 An enhanced
digital book
promotes
discussion
related to the
digital design
rather than the
content of the
book."Print vs. E-Books" Cooney Center at
Sesame Street Workshop, 2012

32. Issues of Quality
reading options, user friendliness,
appropriateness, polished
appearance
Digital Book
Evaluation Rubric

34. The meaning of the word "book" is being
transformed before our eyes.
Digital Fluency:
Children must learn to read books in many
different formats.
Caring adults must guide children in their
book selections.

35. Questions/Comments?
edobler@emporia.edu
lottalarson@ksu.edu