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result(s) for
"Children’s stories 21st century"
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Investigating multiple-text reading process under high and low topic familiarity using eye-tracking technology: Which task instruction is more effective?
Information literacy is crucial in learning from multiple digital texts. Understanding when and how cognitive processes are taxed in developing information literacy is urgent. Previous research mainly used log data, think-aloud protocols, or note-taking to explore digital reading processes, but fine-grained cognitive processes need further investigation. This study combines eye-tracking technology, click times, and essay writing to examine in-depth multiple-text reading. Forty post-secondary novices read multiple history texts and wrote essays expressing their opinions. They read two topics-one familiar and one unfamiliar-and were instructed to write either an argument or a summary. Each topic had four texts connected through hyperlinks, including three paragraphs: background, source, and content. Eye-movement data revealed that during early reading, novices allocated attention to different paragraphs depending on the task instruction. For the familiar topic, the argument group selectively reread content paragraphs longer for integration, while the summary group evenly distributed rereading time across paragraphs. Both groups had more source-content back-and-forth saccade counts. The argument group had more click times for hyperlink selection than the summary group. In their essays, the argument group produced more text-based inferences and higher-quality writing for both topics. Conversely, the summary group demonstrated the poorest comprehension quality for the familiar topic. This study provides educators with guidance on selecting appropriate reading materials for diverse students. Educators may assign argumentative tasks for familiar topics to deepen comprehension, and summary tasks for unfamiliar topics to reduce cognitive load and support learning. These insights contribute to cultivating information literacy through multiple-text reading.
Journal Article
Twenty-First-Century Children’s Gothic
Academics, researchers and postgraduate students in Contemporary English Literature; Gothic Literature; Children's Literature; Youth and Childhood Studies; Contemporary Popular Culture; Critical Theory.
eBook
Unleashing the Potentials of Reading Graphic Novels in Advancing Meaning Making in the Language Classroom
Effective teaching of reading skills requires responsive actions to the requirements of 21st century students. At present, the students are digitally oriented and in urgent need of skills and competencies that empower them to smoothly understand and critically engage in dialogue with the world beyond their countries' borders. Therefore, gone are the days when the sole aim of learning a foreign language is to develop linguistic and communicative competences. The objective of this research study is, therefore, to offer a much-needed account of transcending the traditional linear manner of teaching reading comprehension and to embrace graphic novels as a challenging alternative for interpretation and meaning-making, particularly since graphic novels do not lend themselves to a straightforward interpretation of the authors’ mise-en-scène. The reading session can be a powerful means to assist the students in deciphering the aesthetic dimensions of the elements of graphic novels, including images, panels, language, words, balloon captions, colour, violence, the gutter, and the mise-en-scène. In this respect, graphic novels can provide the students with multifaceted concepts that are open to miscellaneous interpretations since the students are in a position to deduce meaning and unleash the power of their imagination in the reading and literature classroom alike.
Journal Article
Girls' series fiction and American popular culture
Girls' Series Fiction and American Popular Culture examines the ways in which young female heroines in American series fiction have undergone dramatic changes in the past 150 years, changes which have both reflected and modeled standards of behavior for America's tweens and teen girls. Though series books are often derided for lacking in imagination and literary potency, that the majority of American girls have been exposed to girls' series in some form, whether through books, television, or other media, suggests that this genre needs to be studied further and that the development of the heroines that girls read about have created an impact that is worthy of a fresh critical lens. Thus, this collection explores how series books have influenced and shaped popular American culture and, in doing so, girls' everyday experiences from the mid nineteenth century until now. The collection interrogates the cultural work that is performed through the series genre, contemplating the messages these books relay about subjects including race, class, gender, education, family, romance, and friendship, and it examines the trajectory of girl fiction within such contexts as material culture, geopolitics, socioeconomics, and feminism.
eBook
Racism in contemporary African American children's and young adult literature
Applying critical race theory to contemporary African American children's and young adult literature, this book explores one key racial issue that has been overlooked both in race studies and literary scholarship—internalised racism. By systematically examining the issue of internalised racism and its detrimental psychological effects, particularly towards the young and vulnerable, this book defamiliarises the very racial issue that otherwise has become normalised in American racial discourse, reaffirming the relevance of race, racism, and racialisation in contemporary America. Through readings of works by Jacqueline Woodson, Sharon G. Flake, Tanita S. Davis, Sapphire, Rosa Guy, and Nikki Grimes, Suriyan Panlay develops a new critical discourse on internalised racism by studying its effects on marginalised children, its manifestations, and the fictional narrative strategies that can be used to regain and reclaim a sense of self.
eBook