Technology and Book Clubs for At-Risk Readers
Barbara Walker, Sandra Goetze, Oklahoma State University, United States
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study explored children's literacy perceptions as they authored with hypermedia within the context of a before school book club. The children authored multimedia webs and hyperstudio projects to extend their thinking about the intertextual relationships between the books they read. The technology tools utilized scaffolded new learing for the students which afforded them the use of multiple sign systems to mean with. Findings indicated that the use of sign systems to mean gave the students flexibility in how they thought about their comprehension of the books. The students also were able to make intertextual links through the use of graphics and text. This non-linear comprehension formed a scaffold for the learners that was afforded by the technology tools. The children constructed meaning within their documents through their use of multiple semiotic sign systems.
Walker, B. & Goetze, S. (2003). Technology and Book Clubs for At-Risk Readers. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 2663-2666). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE).