E-Book Versus Print Book: A Study of Parent–Infant Social Interactions Through Shared Reading

• In Event: 14.034 - Exploring Young Children's Experiences With Multimodal Text

Abstract

Emergent literacy is recognized as beginning from birth. Today’s early learners are exposed to books in print as well as in electronic form (e-books). There is little research examining how children and their families use e-book media and even less research regarding shared book reading with babies (Makin, 2006). Electronic programs and activities for young children are often intended to be used jointly by child and parent (Fisch, Shulman, Akerman & Levin, 2002). This study sought to examine social-interactions between parents and babies (ages 6-15 months) while exploring their shared reading experiences using electronic and traditional print books, through the following research questions: (1) What is the quality of parent-infant interactions while engaged in the shared reading of print and electronic storybooks? (2) How do parents rate their satisfaction and comfort level in using each media form?

Existing research shows that positive social interactions that can occur through child-parent shared reading; a context supporting language and early literacy development (Vygotsky, 1978; Binkley, 1988). Guided by Vygotsky’s sociocultural theory, the authors observed parent/ infant interactions over the course of 12 weeks. Qualitative methods were used to compare and contrast shared reading experiences among dyads. Eight parent/infant dyads read Pat the Bunny by Dorothy Kunhardt and Peekaboo Baby Touch by Ladybird Publishing, in both print and digital formats. Dyads were video recorded to note variances in their shared reading experiences. In addition to observations, a five point Likert-type scale survey was completed by parents to determine their home use of digital media, satisfaction with each format, preferences between the two formats, and opportunities for further explanation. Data sources include anecdotal notations, audio/video recordings, and parent surveys. Data was transcribed and reviewed.

Overall findings indicated that parents took on distinct and different roles based on the type of media they were reading. Increased joint engagement was observed through the use of print books, where parents naturally took on a leadership role and were completely engaged in teaching and interacting with their child. In contrast, the shared reading of an electronic storybook yielded behavior from parents that encouraged infants’ independence and discovery of the technology while adults became passive participants. Parents discounted strategies they used with print media and allowed greater autonomy of their infant in interacting with the electronic version. Parents indicated they expected infants to take more of an independent role while using e-books.

Findings support Aarsand’s (2007) description of a ‘digital divide among generations’, where adults are natural guides for children’s learning and development with the exception of guiding technology. Results suggest that parents intuitively know how to interact with their babies during shared print book reading, while e-books introduce a less familiar social context. Future research surrounding parent-infant shared reading techniques, including language use and social interactions with just e-books, might better inform this body of research concerning parent-child joint media use. The findings suggest that parents and educators may need guidance and support regarding best use of e-books as a shared reading tool, not just a source of entertainment.

Authors

• Corinne Eggleston, University at Buffalo - SUNY

• Deborah Weber, Fisher-Price, Inc.