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Rethinking Reading Accountability: Increasing Collaborative Possibilities Through Technology

Tue, April 21, 10:35am to 12:05pm, Virtual Room

Abstract

Although quizzes and written summaries are more traditional ways to hold students accountable for reading (Lowman, 1995), more than two thirds of college students report not completing assigned readings (Kerr & Frese, 2017). In this mixed-methods study the researchers explored whether using various technology tools motivated undergraduate literacy education students (n = 35) to not only read, but also learn from these assigned texts. The authors examined how the students perceived technology and the use of both traditional and technology-based reading accountability measures though analysis of survey data. Additionally, the authors compared students’ traditional and technology responses to assigned reading. Implications for instructors are discussed.

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