DIGITAL TOOLS AND YOUNG ADULT LITERATURE IN A HIGH SCHOOL CLASSROOM: AN EXPLORATORY STUDY

Loading...
Thumbnail Image
Can’t use the file because of accessibility barriers? Contact us with the title of the item, permanent link, and specifics of your accommodation need.

Date

2019-06

Journal Title

Journal ISSN

Volume Title

Publisher

[Bloomington, Ind.] : Indiana University

Abstract

This qualitative exploratory case study looks at how high school students utilized technology in connection with the reading of young adult literature and is viewed through two frameworks: Technological Pedagogical Content Knowledge (TPCK) and new literacies/multimodalities. The guiding research questions for this dissertation are as follows: how does 21st-century technology impact students’ learning and literacy development, and how do digital tools facilitate or constrain learning and engagement? I present the argument that particular approaches that utilize technology benefit readers in a variety of ways using four high school students as case studies. Findings of this study indicate that when students are given the opportunity to engage with digital tools of their choice during the reading process, comprehension and engagement increase, they are more motivated to read, and literacy and 21st-century skills improve. Implications of this study for teachers include best methods for utilizing digital tools to engage students in the language arts classroom, and implications for high school students are that the tools they use and their learning styles are valued.

Description

Thesis (Ed.D.) - Indiana University, Department of Literacy, Culture, and Language Education/School of Education, 2019

Keywords

young adult literature (YAL), literacy, new literacies, multimodality, technology, digital tools, Web 2.0, social media, remix

Citation

Journal

DOI

Link(s) to data and video for this item

Relation

Rights

Type

Doctoral Dissertation