While they both require individual or institutional subscriptions to read, I am pleased to share my two most recent co-authored publications:
Turner, K. H., Hicks, T., & Zucker, L. (Advance online publication). Connected Reading: A Framework for Understanding How Adolescents Encounter, Evaluate, and Engage With Texts in the Digital Age. Reading Research Quarterly, 0(0). https://doi.org/10.1002/rrq.271
From the Abstract
Since the emergence of the World Wide Web and e?reading devices in the late 1990s and early 2000s, reading research has focused on issues of website credibility, search and navigation strategies, and the ability to comprehend text on?screen as compared with in print. What has been missing, however, are data about the specific texts that adolescents are reading in these digital spaces, what devices they prefer, and the strategies that they employ… The authors propose a new framework of connected reading, a model of print and digital reading comprehension that conceptualizes readers’ interactions with digital texts through encountering (the ways in which readers seek or receive digital texts), evaluating (the ways in which readers make judgments about the usefulness of digital texts), and engaging (the ways in which readers interact with and share digital texts)…
Canady, F., & Hicks, T. (2019). Reconsidering Student Inquiry through Digital Narrative Nonfiction. English Journal, 108(6), 25–31.
As an alternative to the traditional research paper for an English 11 class, a digital narrative assignment positioned students as multimedia storytellers.
Thanks to my colleagues with whom I have collaborated on these pieces, and for everyone who has shared continued words of encourage and support upon seeing these new publications.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.