Mapping Reader Engagement
The book examines the evolving landscape of reading for pleasure in the context of globalization and datafication. It emphasizes the importance of nurturing engaged readers by understanding the fundamental traits of engagement and identifying quality indicators in both traditional books and e-books.
This book explores the ways in which reading for pleasure is changing in the era of globalisation and datafication. Raising the next generation of engaged readers requires knowledge of the enduring characteristics of engagement and markers of quality in books and e-books.
Expert-led, interdisciplinary and international in scope, this insightful book aims to increase the representation and leadership potential of women working in academia. A carefully crafted response to educational inequalities, the volume posits an invitation for dialogue around what it means to have success in higher education.
When children as young as three can take their own selfies, and customise their own avatars, how should we respond to the opportunity and threat of digital personalization for young children? In this book, Kucirkova offers a comprehensive account of the effects of digitally-mediated personalization on children's development of 'self'.
How and Why to Read and Create Children’s Digital Books outlines effective ways of using digital books in early years and primary classrooms, and specifies the educational potential of using digital books and apps in physical spaces and virtual communities. With a particular focus on apps and personalized reading, Natalia Kucirkova combines theory and practice to argue that personalized reading is only truly personalized when it is created or cocreated by reading communities. Part I suggests criteria to evaluate the educational quality of digital books and practical strategies for their use in the classroom. Specific attention is paid to the ways in which digital books can support individual children’s strengths and difficulties, digital literacies, and language and communication skills . Part II explores digital books created by children, caregivers, teachers, and librarians and offers insights into how smart toys can likewise enrich children’s reading for pleasure.
What survival skills do academics need to become digitally agile and to establish an effective digital academic presence? The 21st-century academic is an engaged researcher, who connects, builds and sustains varied and global audiences interested in their research. In one handy book, this essential read contains comprehensive advice on developing and sustaining a unique mix of 21st-century scholarly skills and digital competencies
Apps, Technology and Younger Learners provides an in-depth analysis of the potential, challenges and theoretical possibilities of apps and considers the processes of change for education and home learning environments facilitated by their introduction. Its focus is on ways that apps support early and primary school learning, connect various learning spaces and engage children in a range of edutainment and knowledge-building activities. In each chapter, the current state of knowledge and key research questions in the field for future study are identified, with clear messages for educators, researchers and app developers provided at the end of each chapter.
This title matched to the new 2014 computing curriculum for KS1+; the only guide available to combine ICT pedagogy and practice; perfect for starting children off to computing technology; and a user-friendly and completely accessible text. This book will show practitioners how they can cover the foundation stage curriculum for ICT and prepare the children for the new computing curriculum for KS1+. The text will provide pedagogical clarity and show schools and preschools what it is that they need to be doing to demonstrate outstanding practice. Computational thinking will also be extended beyond the use of computers, and its relevance to supporting the child's wider cognitive development and learning will be emphasised. Preschool educators have in fact been pioneers in this area. The 'Computational Thinking' curriculum began in preschools, and was included through the programming of robotic toys and floor turtles in the very first Foundation Stage guidance in 2000. the text will identify the very solid research evidence that supports this educational initiative and provide tools and advice on how to set curriculum development targets and how to evaluate progress. The book also counters gender inequality - providing a more accessible and motivating approach to ICT for girls.