eTexts and Teacher Education: Considerations for Text Structure and Purpose in Mobile Pedagogy

eTexts and Teacher Education: Considerations for Text Structure and Purpose in Mobile Pedagogy

Jordan Schugar, Heather Schugar
Copyright: © 2018 |Pages: 10
DOI: 10.4018/IJMBL.2018040107
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This article describes how misunderstandings about eTexts may misguide educators when choosing how to incorporate eTexts into teaching and learning. A review of the existing literature finds that generalizations across different types and forms of eTexts and a reader's purpose and proficiency yield only more confusion. However, having a better understanding of the types of texts (both structure and purpose) operationalized in the studies as well as why these constructs impact eReading elucidate the potential benefits for more mobile reading pedagogy. Furthermore, the adoption of mobile pedagogies, as they relate to digital literacy, can occur on a programmatic scale, but requires a large-scale understanding of the interdisciplinary nature of the learning and/or reading task, technology, and discipline.
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Defining Reading Purpose And Text Structure

In short, text structure and purpose are two reading constructs that have been marginalized in the research on eTexts because over-generalization. Specifically, students’ eReading experiences and abilities are combined together without regard to the significant differences that might exist as a result of readers’ ages, abilities, the structure of the text, and purpose for the reading. It is known that differences exist in students’ abilities to comprehend texts of various text structures (Schugar & Dreher, 2017), and readers who report enjoyment when reading for pleasure on mobile devices may become overwhelmed when faced with the task of reading academic texts from a digital device (Schugar, Schugar, Smith, 2014). Reading preference and reading skill are very different constructs and teachers and teacher educators should be careful when using this research to inform instructional decisions.

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