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The Four Pillars of Learning: e-Books Past, Present, and Future

  • Brenna Hassinger-DasEmail author
  • Rebecca Dore
  • Jennifer M. Zosh
Chapter
  • 120 Downloads
Part of the Literacy Studies book series (LITS, volume 18)

Abstract

In this chapter, we will explore explanations for this conflicting evidence, and importantly, demonstrate the power of evidence-based recommendations for e-book use. In an effort to compare traditional books and e-books, this chapter will apply four pillars of learning generated from the Science of Learning (Hirsh-Pasek K, Zosh JM, Golinkoff RM, Gray JH, Robb MB, Kaufman J. Psychol Sci Public Interest 16(1):3–34.  https://doi.org/10.1177/1529100615569721, 2015)—active, engaged, meaningful, and socially interactive. By harnessing the science of learning and relying upon the lesson generated by decades of research in psychology, education, and cognitive science, this chapter will explore how we can harness the potential—and mitigate the drawbacks—of e-books. Technology can be a marvelous tool—but only if we know how to use it.

Keywords

Science of learning e-Books Early childhood Literacy 

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Brenna Hassinger-Das
    • 1
    Email author
  • Rebecca Dore
    • 2
  • Jennifer M. Zosh
    • 3
  1. 1.Psychology DepartmentPace UniversityNew YorkUSA
  2. 2.Crane Center for Early Childhood Research and PolicyOhio State UniversityColumbusUSA
  3. 3.Department of Human Development and Family StudiesPenn State University—BrandywineMediaUSA

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