Reading and writing between digital and paper.
The students' voice
DOI:
https://doi.org/10.7347/EdL-01-2023-07Keywords:
Digital reading, digital writing, e-textbooks, study practices, student voiceAbstract
This paper describes a study conducted by the Indire research group on Media Education in the framework of a project launched in the academic year 2020/21, in collaboration with the IC “Ugo Amaldi” of Cadeo and Pontenure. The working group carried out a reflection on the design and self-production of digital textbooks for lower secondary schools. The school involved in the research has been engaged in the Avanguardie Educative Movement since 2014, first as the lead school of the Idea Integration of digital educational content/textbooks and then as a “hub regional school”. In view of redesigning the textbooks self-produced by teachers in some curricular disciplines, including Geog-raphy, Music, Art and Italian, the need arose to investigate the students’ relationship with paper and digital educational tools used in reading and writing activities, as well as their preferences and per-ceptions in using those tools. It was then decided to survey the pupils’ study habits and preferences for use, with the aim of obtaining useful directions for redesigning self-produced textbooks. The sur-vey was administered to 308 students for the purpose of investigating, in particular, i) the students’ modes of study; ii) how the students use digital and paper tools in their home study activities; and iii) the use of digital and paper tools in the context of educational activities carried out at school. The survey’s results are here presented and discussed.
Downloads
References
Ackerman, R., & Goldsmith, M. (2011). Metacognitive regulation of text learning: On screen versus on paper. Journal Of Experimental Psychology: Applied, 17(1), 18-32.
https://doi.org/10.1037/a0022086
Anichini, A. (2015). Riscritture digitali e libri di testo. Form@re - Open Journal Per La Formazione in Rete, 15(1), 73-86. https://doi.org/10.13128/formare-15439
Associazione italiana editori (2020a). Indagine conoscitiva 7^ Commissione Senato impatto del digitale sui processi di apprendimento, Senato della Repubblica.
Associazione italiana editori (2020b). Audizione di rappresentanti dell’Associazione italiana editori (AIE). In: Indagine conoscitiva sull’impatto del digitale sugli studenti, con particolare riferimento ai processi di apprendimento. Resoconto stenografico 185a seduta, 22 settembre 2020.
Baron, N. S. (2015). Words onscreen. Oxford University Press.
Baron, N. S., Calixte R. M., & Havewala, M. (2017). The persistence of print among university students: An exploratory study. Telematics and Informatics, 34(5), 590-
https://doi.org/10.1016/j.tele.2016.11.008
Baron, N. S., & Mangen, A. (2021). Doing the reading: The decline of long-form reading in higher education. Poetics Today, 42(2), 253-279. https://doi.org/10.1215/03335372-8883248
Ben-Yehudah, G., & Eshet‐Alkalai, Y. (2021). Print versus digital reading comprehension tests: does the congruency of study and test medium matter?. British Journal of Educational Technology, 52(1), 426-440. https://doi.org/10.1111/bjet.13014
Centro per il libro e la cultura-Associazione italiana editori (2021). Dall’emergenza a un piano per la ripartenza: libro bianco sulla lettura e i consumi culturali in Italia (2020-2021). https://bit.ly/3ylpQUa
Clarke, A. E. (2005). Situational Analysis: Grounded Theory After the Postmodern Turn. Sage.
Clinton, V. (2019). Reading from paper compared to screens: A systematic review and
meta-analysis. Journal of Research in Reading, 42(2), 288-325. https://doi.org/10.1111/1467-9817.12269
Delgado, P., Vargas, C., Ackerman, R., & Salmerón, L. (2018). Don’t throw away your printed books: A meta-analysis on the effects of reading media on comprehension. Educational Research Review, 25, 23-38. https://doi.org/10.1016/j.edurev.2018.09.003
Evolution of reading in the age of digitisation (E-READ). 2019. Stavanger Declaration on the Future of Reading. http://ereadcost.eu/stavanger-declaration
Furenes, M. I., Kucirkova, N., & Bus, A. (2021). A Comparison of Children’s
Reading on Paper Versus Screen: A Meta-Analysis. Review of Educational Research, 91(4), 483-517. https://doi.org/10.3102/0034654321998074
Glaser, B. G., & Strauss, A. L. (1967). The Discovery of Grounded Theory: Strategies of Qualitative Research. Aldine de Gruyter.
Gui, M., Gerosa, T., & Alessandra, V. (2021). La competenza digitale degli studenti nella secondaria di I e II grado. Report, Centro di Ricerca Benessere Digitale. https://bit.ly/3csXOR0
Halamish, V., & Elbaz, E. (2020). Children’s reading comprehension and
metacomprehension on screen versus on paper. Computers & Education, 145, Article
https://doi.org/10.1016/j.compedu.2019.103737
Istituto nazionale di statistica (2019). La produzione e lettura di libri in Italia 2018.
Istituto nazionale di statistica (2021). La produzione e lettura di libri in Italia 2019.
Istituto nazionale per la valutazione del sistema educativo di istruzione e di formazione, (2022). Rapporto Invalsi 2022. Invalsi, 2022, https://bit.ly/3yCjdON
Jerrim, J., & Moss, G. (2019). The link between fiction and teenagers’ reading skills: International evidence from the OECD PISA study. British Educational Research Journal , 45(1), 181-200. https://doi.org/10.1002/berj.3498
Kong, Y., Seo, Y. S., & Zhai, L. (2018). Comparison of reading performance on screen
and on paper: A meta-analysis. Computers & Education, 123, 138-149.
https://doi.org/10.1016/j.compedu.2018.05.005
Kovac, M., & Van der Weel, A. (2018). Reading in a post-textual era. First Monday, 23(10). https://doi.org/10.5210/fm.v23i10.9416
Kovac, M., & Van der Weel, A. (2020). Paper versus screen reading: what difference
does it make?. In Å. Hegdal (Ed.), Paper and Digital. Current research into the effectiveness of learning materials (pp. 9-12). International Publishers Association.
Mangen, A., & Velay, J.-L., (2010). Digitizing literacy: Reflections on the haptics of writing. In M. H. Zadeh (Ed.), Advances in haptics (pp. 385–402). IN-TECH.
Mangen, A., Walgermo, B. R., & Brønnick. K. (2013). Reading linear texts on
paper versus computer screens: effects on reading comprehension. International Journal
of Educational Research, 58, 61-68. https://doi.org/10.1016/j.ijer.2012.12.002
Mangen, A., & van der Weel, A. (2016). The evolution of reading in the age of
digitization: an integrative framework for reading research. Literacy, 50(3), 116-124.
https://doi.org/10.1111/lit.12086
Meishar-Tal, H., & Shonfeld, M. (2018). Students’ writing and reading preferences in a paperless classroom. Interact. Learn. Environ, 27, 908-918.
Mizrachi, D., Salaz, A. M., Kurbanoglu, S., Boustany, J., and on behalf of the
ARFIS Research Group (2018). Academic reading format preferences and behaviors
among university students worldwide: A comparative survey analysis. PLoS ONE, 13(5),
e0197444. https://doi.org/10.1371/journal.pone.0197444
Nardi, A. (2015). Lettura digitale vs lettura tradizionale: implicazioni cognitive e stato
della ricerca. Form@re – Open Journal per la Formazione in Rete, 1(15), 7-29. https://doi.org/10.13128/formare-15434
Nardi, A. (2022). Lettura su schermo e processi cognitivi: superare le dicotomie per continuare a leggere. AIB Studi, 62(2), 397-417. https://doi.org/10.2426/aibstudi-13626
Organization for Economic Co-operation and Development (2019). PISA 2018 Results. Combined Executive Summaries Volume I, II & III. Paris: OECD Publishing.
Organization for Economic Co-operation and Development (2015). Students, Computers and Learning: Making the Connection. OECD Publishing. https://doi.org/10.1787/9789264239555-en
Organization for Economic Co-operation and Development (2021a). 21st-Century Readers: Developing Literacy Skills in a Digital World. OECD Publishing. https://doi.org/10.1787/a83d84cb-en
Organization for Economic Co-operation and Development (2021b). OECD 21st-century readers: Developing literacy skills in a digital world – webinar OECD (2021).
Pariser, E. (2011). The Filter Bubble: What the Internet Is Hiding from You. Penguin Books.
Roncaglia, G. (2021). Oltre il libro: le frontiere del testo digitale. In E. Barbieri (Ed.), Imago librorum. Mille anni di forme del libro in Europa (pp. 93-100). Leo S. Olschki Editore.
Salmerón, L., Strømsø, H.I., Kammerer, Y., Stadtler, M., & van den Broek,
P. (2018). Comprehension processes in digital reading. In M. Barzillai, J.
Thomson, S. Schroeder, & P. van den Broek (Eds.), Learning to read in a digital world (pp
-120). Amsterdam: John Benjamins
Salmerón, L., Strømsø, H.I., Kammerer, Y., Stadtler, M., & van den Broek,
P. (2018). Comprehension processes in digital reading. In M. Barzillai, J.
Thomson, S. Schroeder, & P. van den Broek (Eds.), Learning to read in a digital world (pp
-120). Amsterdam: John Benjamins
Salmerón, L., Strømsø, H.I., Kammerer, Y., Stadtler, M., & van den Broek,
P. (2018). Comprehension processes in digital reading. In M. Barzillai, J.
Thomson, S. Schroeder, & P. van den Broek (Eds.), Learning to read in a digital world (pp
-120). John Benjamins.
Sidi, Y., Shpigelman, M., Zalmanov, H., & Ackerman, R. (2017). Understanding
metacognitive inferiority on screen by exposing cues for depth of processing. Learning
and Instruction, 51, 61-73. https://doi.org/10.1016/j.learninstruc.2017.01.002
Singer, L. M., & Alexander, P. (2017). Reading on Paper and Digitally: What the Past Decades of Empirical Research Reveal. Review of Educational Research, 87(6), 1007-
https://doi.org/10.3102/0034654317722961
Solimine, G. (2019). La lettura e il suo contesto: i dati analizzati con il grandangolo, AIB studi, 58(3), 427-437. https://doi.org/10.2426/aibstudi-11886
Sunstein, C. R. (2009). Republic.com 2.0. Princeton University Press.
Tarozzi, M. (2008). Che cos’è la grounded theory. Carocci.
Torppa, M., Niemi, P., Vasalampi, K., Lerkkanen, M.-K., Tolvanen, A., & Poikkeus, A.-M. (2020). Leisure Reading (But Not Any Kind) and Reading Comprehension Support Each Other : A Longitudinal Study Across Grades 1 and 9. Child Development, 91(3), 876-900. https://doi.org/10.1111/cdev.13241
Tveit, Å., & Mangen, A. (2014). A joker in the class: Teenage readers' attitudes and
preferences to reading on different devices. Library & Information Science Research, 36(3-
, 179-184. https://doi.org/10.1016/j.lisr.2014.08.001
Zarocostas, J. (2020). How to fight an infodemic. The Lancet, 395(10225), 676. https://doi.org/10.1016/S0140-6736(20)30461-X
van der Weel, A., & Mangen, A. (2022). Textual reading in digitised classrooms: Reflections on reading beyond the internet. International Journal of Educational Research, 115, 102036.
Wolf, M. (2018). Lettore, vieni a casa. Il cervello che legge in un mondo digitale. Vita e Pensiero.
Wolf, M. (2022). The future of literacy in a digital culture: promise and perils”. In M. Suárez-Orozco & C. Suárez-Orozco (Eds.), A Global Compact for a Time of Crisis (pp. 286-300). Columbia University Press. https://doi.org/10.7312/suar20434-019
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Effetti di lettura / Effects of reading
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
