6533b872fe1ef96bd12d36f6

RESEARCH PRODUCT

Designing Dialogs Around Picture Book Apps

Trude HoelElise Seip Tønnessen

subject

DialogicShared readingPicture booksmedia_common.quotation_subjectNorwegianlanguage.human_languageLiteracylanguageMathematics educationSemioticsSociologyAffordanceCompetence (human resources)media_common

description

In Norwegian kindergartens there is a strong emphasis on communication and language stimulation. In this educational context the reading of picture book apps offers an opportunity for extended dialogs, which have great didactic potential in that they integrate language knowledge with cultural knowledge. In this chapter we discuss what dimensions of the picture book text (words and pictures), medium (app on digital tablet) and situation (adult-child relations) that the teacher needs to take into consideration when designing dialogs to encourage early language and literacy development in kindergarten. This work represents the first phase of a major innovation project that will develop a research-based online assessment tool for picture book apps. The part of the project presented here focuses on how different semiotic affordances and technologies may affect dialogic reading. Theoretically, this project is rooted in New Literacy Studies, which sees reading and language as social practices where competence develops in interaction with others. One of the main objectives of our contribution is to present central dimensions within the text, the medium and the situation that preschool teachers need to take into consideration for reading in the digital age.

yearjournalcountryeditionlanguage
2019-01-01
https://doi.org/10.1007/978-3-030-20077-0_11