Exploring the role of digital children's literature in the technology-based literacy instruction

Abstract

The purpose of the study was to present a comprehensive review of researches and practices on digital children’s literature and technology-based literacy instruction in classroom. Studies on the technology based literacy instruction were investigated in word reading, phonological skills, fluency, and reading comprehension. The research questions that guided this study include: a) What role does digital children’s literature plays in literacy instruction? b) How can technology-based literacy instruction assist to teachers? d) What are the teachers’ beliefs, opinions, and motivators to use technology in classroom? Semi-structured interviews were conducted with two elementary teachers to gather more in-depth and specific information about the role of technology for literacy instruction. The primary objective of the interview is to record, analyze and interpret these two teachers’ experiences, opinions, and perspectives with regard to using technology in classroom. Open coding was used to find important points. The findings of study indicated that technology can enable students to do such things as develop word recognition, fluency, reading comprehension and motivation. Teachers have positive attitude and they are enthusiastic to use technology in the classroom. In the digital age, teachers need to consider use digital children’s literature in their own classrooms. This transformation in literacy holds great promise for normal readers as well as struggling readers.

Keywords

• Children’s literature, digital literacy, elementary school teacher, storybook, technology based literacy instruction

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