| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000435079 |
| 005 | | 20200227114511 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781687992833 |
| 035 | |
▼a (MiAaPQ)AAI22624834 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 371 |
| 100 | 1 |
▼a Ly, Chu N. |
| 245 | 10 |
▼a Where Are We Now? Reconsidering Interactive Text Features and Their Role in the Classification of Digital Books as Considerate or Inconsiderate. |
| 260 | |
▼a [S.l.]:
▼b Boston University.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 101 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-04, Section: A. |
| 500 | |
▼a Advisor: Dobbs, Christina L. |
| 502 | 1 |
▼a Thesis (Ed.D.)--Boston University, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a This dissertation presents an updated content features analysis on high-quality digital book versions of printed books. In a time where mobile devices (i.e., iPad, iPhone, Android phones) are ubiquitous, current research on the quality of digital books read on these devices have been sparse. With children having access to these mobile devices to play games, read digital books, listen to music, and watch shows, an updated study on the quality of digital books read on these devices is needed. Using the considerate/inconsiderate framework, the terms integral (vital or corresponding actions), incidental (additional or plausible actions), and incongruent (disparate and illogical actions) were used to describe whether the interactive media features in the 20 high-quality digital books were supportive in meaning-making. Those designations led to an evaluation of whether each digital books -as a whole-was supportive or nonsupportive of comprehension. Analysis showed that all of the high-quality printed version of digital books produced by Oceanhouse Media and two from Loud Crow Interactive were considerate (i.e., supported meaning-making for young children). Findings from this study confirm the utility of the considerate/inconsiderate framework as an analytic tool for evaluating the potential of using high-quality digital book versions of printed books for instructional practices. Furthermore, the dissertation shows how the findings from this study could inform the development of an evaluative tool for educators and researchers to identify high-quality digital books for classroom use and support the categorization of types of available digital books, respectively. Finally, findings point to the need for further research on whether the considerate/inconsiderate framework holds merit for evaluating digital books from a range of quality levels not just high-quality digital book versions of printed books. |
| 590 | |
▼a School code: 0017. |
| 650 | 4 |
▼a Education. |
| 650 | 4 |
▼a Educational technology. |
| 690 | |
▼a 0515 |
| 690 | |
▼a 0710 |
| 710 | 20 |
▼a Boston University.
▼b Education SED. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-04A. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0017 |
| 791 | |
▼a Ed.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15494080
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |