Digital reading pedagogy for novice readers

Healy, Annah H. & Dooley, Karen T. (2002) Digital reading pedagogy for novice readers. In AARE 2002 Conference., 1-5 December, Melbourne, Victoria, Australia.


In this paper we report on a study of pedagogic practices surrounding novice readers of digital texts in four early childhood classrooms in Queensland, Australia. Until recently, digital literacies have been generally resisted, dismissed or overlooked by early childhood teachers in early reading agendas. However, there is now considerable pressure on Australian teachers to plan within a multiliteracies framework and to include digital texts into their classroom programs. In Queensland, for example, 'New Basics' reforms of public education hold teachers accountable in this regard, especially as the tasks relating to new basics include multiple text forms and modes of delivery. In this context, it is concerning that recent Australian research has found a surprisingly low level of understanding of digital literacies, and confidence in teaching these, on the part of both practising teachers and new graduates. The aim of this paper is to inform professional development in this field by describing and explaining the digital reading pedagogies that some teachers are creating.

Impact and interest:

Search Google Scholar™

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

1,078 since deposited on 07 Apr 2005
92 in the past twelve months

Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 963
Item Type: Conference Paper
Refereed: No
Additional URLs:
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Educational Technology and Computing (130306)
Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2002 (please consult author)
Deposited On: 07 Apr 2005 00:00
Last Modified: 09 Jun 2010 12:24

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page