Engaging Paper and Digital Children's Books to Support Student Understanding

• In Event: Marriott Roundtable Session 25
  In Roundtable Session: Leveraging the Affordances of Multimodality to Support Youth Literacies

Abstract

This study examines the impact of digital and paper texts on first-grade student learning. Three formats of the same STEM children’s book included: a paper version read by the teacher; a digital version read as a class, facilitated by the teacher; and a digital version read independently by individual students. Mixed methods analyses involved pre- and post-reading worksheets assessing student comprehension and concept retention, followed by teacher interviews. Findings demonstrate the value of paper texts read with teacher guidance to highlight key concepts and sustain student focus. Teacher interviews note the value of digital texts to engage interest, encouraging pedagogical use of paper and digital texts in the classroom. Findings highlight complexities of learner engagement and need for blended pedagogies.

Authors

• Payten Ewing, Indiana University - Purdue University at Columbus

• Kayla Ann Pride, Indiana University-Purdue University Columbus

• Maycie Benedict, Indiana University - Purdue University at Columbus

• Laura Blythe Liu, Indiana University-Purdue University Columbus