Young Writers Create Digital E-Books Using Nooks

Young Writers Create Digital E-Books Using Nooks

Sally Brown (Georgia Southern University, USA)
DOI: 10.4018/978-1-4666-5982-7.ch015
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This chapter presents the details of a year-long qualitative study that investigates the literacy development of a diverse group of second graders as they engage in digital writing experiences at school using the Barnes and Noble Nook e-reader. Twenty students, including eleven English learners whose first languages were Spanish, French, and Korean, immersed themselves in reading e-books and then, wrote and narrated their own digital books using the available tools from the DrawWriteRead app and the Website. The findings reveal students developed a sense of agency while developing new literacies through interactions with others. The chapter begins with an introduction to the use of technology with diverse students. Next, an overview about the theory associated with digital and new literacies is discussed. The chapter continues with a review of current research studies focusing on digital writing with young students across a variety of contexts. Finally, this particular study is detailed through a description of the methodology, findings, and conclusions.
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The field of early digital literacy is emerging as technology is utilized to teach literacy in a vast array of ways in elementary classrooms across the United States. Devices such as e-readers and tablets offer innovative approaches for writing instruction. The use of these tools also requires us to rethink what literacy means in the 21st century. New technologies provide multiple ways of being literate (Burnett & Merchant, 2013). New times and new spaces necessitate an examination of the possibilities for writing. Research tackling the digital revolution is ongoing as new types of texts and the practices around these texts constantly change the field of early literacy. Thus, a need for new pedagogies surrounding digital literacies in the classroom arises.

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