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Practical Strategies for e-Book Use in Early Childhood Classrooms (K-5)

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Reading in the Digital Age: Young Children’s Experiences with E-books

Part of the book series: Literacy Studies ((LITS,volume 18))

Abstract

This chapter examines current e-book research and practices and offers strategies for e-books use in early childhood settings (K-5). Results of a survey and in-depth interview data are provided and analyzed to offer a picture of why and how e-books are used in classrooms. Specifically, the chapter outlines which e-book features support early literacy development and assessment in classrooms. Benefits of e-books for both students and teachers are outlined. Finally, evidence provided by e-books users is examined. Findings indicate that patterns in how teachers are using e-books in the classroom are emerging in the research, however, some areas require further investigation.

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Authors and Affiliations

  1. Early Childhood, Elementary, Middle, Literacy and Special Education Department, University of North Carolina Wilmington, Wilmington, NC, USA

    Amelia K. Moody & Jeanne Swafford

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  1. Amelia K. Moody
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  2. Jeanne Swafford
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Correspondence to Jeanne Swafford .

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Editors and Affiliations

  1. Department of Language & Literacy Education, University of British Columbia, Vancouver, BC, Canada

    Ji Eun Kim

  2. Psychology Department, Pace University, New York, NY, USA

    Brenna Hassinger-Das

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Moody, A.K., Swafford, J. (2019). Practical Strategies for e-Book Use in Early Childhood Classrooms (K-5). In: Kim, J.E., Hassinger-Das, B. (eds) Reading in the Digital Age: Young Children’s Experiences with E-books. Literacy Studies, vol 18. Springer, Cham. https://doi.org/10.1007/978-3-030-20077-0_12

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  • DOI: https://doi.org/10.1007/978-3-030-20077-0_12

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