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Session Type: Paper Session
How is digital literacy changing literacy learning in the classroom? What are some effects on the use of digital texts during the pandemic and how have these effects changed the way teachers engage in literacy pedagogy.
Effects of Social Media Use on Adolescents' Digital Reading Literacy: Mediating Role of Self-Regulated Learning - Jiangping Chen, University of Hong Kong; Chin-Hsi Lin, University of Hong Kong; Gaowei Chen, University of Hong Kong
How Elementary School Teachers' Literacy Instruction Changed During COVID-19 - Rebecca R. Deutscher, Stanford University; Kristin Keane, Stanford University; Karen Taylor, Stanford University; Rebecca Silverman, Stanford University
Indirect Effects of Strategy Knowledge and Comprehension Skills on Navigation and Performance in Digital Reading - Johannes Naumann, University of Wuppertal; Ladislao Salmerón, University of Valencia; Beate Eichmann, German Institute for International Educational Research; Liene Pucite
Technological Pedagogical Content Knowledge (TPACK) for Reading Instruction: How Elementary Teachers Used Digital Texts During the Pandemic School Year - Laura S. Tortorelli, Michigan State University; John Z. Strong, University at Buffalo - SUNY
Exploring Teacher Metacognition in Instructional Adaptations During Literacy Instruction - Margaret Vaughn, Washington State University; Allison W. Parsons, George Mason University; Julie Winneur Ankrum, Indiana University of Pennsylvania; Seth A. Parsons, George Mason University; Aimee Morewood, West Virginia University; Kira J. Carbonneau, Washington State University; Brian F. French, Washington State University
Using Multimedia Storybooks With Head Start Children: An Experimental Study of Interactive Features - Claire Seung-Hee Son, University of Utah; Kirsten Butcher, University of Utah; Lauren Aimonette Liang, University of Utah