L’articolo presenta i risultati di una ricerca esplorativa sull’introduzione di e-book illustrati e interattivi in contesti educativi. A partire dall’analisi delle questioni che le ricerche nazionali e internazionali hanno messo a fuoco negli ultimi anni, viene dedicata un’attenzione particolare al concetto di lettore “engaged” e vengono evidenziati due aspetti ritenuti di particolare interesse: la selezione di e-book di alta qualità e il ruolo della familiarizzazione con il nuovo formato di libro. La ricerca e stata condotta in due scuole primarie e ha coinvolto 82 bambini di quattro classi quinte ai quali e stata proposta la lettura di un e-book su un tablet, durante la quale i bambini sono stati osservati individualmente nell’interazione con il testo. Al termine della lettura e stata proposta ai bambini una prova strutturata di comprensione. Conclusa l’attività e stato svolto un colloquio audio-registrato con ciascun gruppo classe. L’elaborazione dei dati ha permesso di analizzare le strategie e i comportamenti attivati dai bambini durante la lettura e ha messo in luce il carattere flessibile degli e-book e la possibilità di personalizzare i percorsi di lettura. L’analisi dei dati sottolinea il ruolo strategico dei docenti nella fase di familiarizzazione con il testo digitale, approfondisce alcuni aspetti che influenzano la comprensione e l’“engagement” del bambino lettore e conferma l’importanza di integrare diversi formati di testo nella proposta didattica.
The paper presents the results of an explorative study on the introduction of illustrated and interactive e-books in primary schools. Starting from the analysis of the issues that national and international researches have highlighted over the last few years, the present study focuses on the concept of engaged reader and underlines two interesting aspects: the selection of top quality e-books and the process of familiarizing children with the new reading format. This explorative empirical study was carried out in two primary schools in Italy, with eighty-two children of four 5th-grade classes who were given the task of reading of an e-book using a tablet device. The children were individually observed during the interaction with the e-book. Each group of children had a comprehension test after the reading session and then a recorded interview at the end of the activity. After collecting and processing the data, we analyzed the strategies and the personal reaction of the children during the reading. We highlight the flexible characteristic of the e-book and the possibility of personalizing the reading process. Moreover, we consider the key role of the teachers in getting the children to familiarize with the e-book. We more deeply analyze some aspects influencing the reader’s comprehension and engagement, and highlight the importance of integrating different book formats in the school context.
Moretti, G., Morini, A. (2014). Ricerca esplorativa sull’introduzione di e-book in classi quinte di scuola primaria. JOURNAL OF EDUCATIONAL, CULTURAL AND PSYCHOLOGICAL STUDIES, 10, dicembre 2014, 443-460.
Ricerca esplorativa sull’introduzione di e-book in classi quinte di scuola primaria
MORETTI, Giovanni;Morini A.
2014-01-01
Abstract
The paper presents the results of an explorative study on the introduction of illustrated and interactive e-books in primary schools. Starting from the analysis of the issues that national and international researches have highlighted over the last few years, the present study focuses on the concept of engaged reader and underlines two interesting aspects: the selection of top quality e-books and the process of familiarizing children with the new reading format. This explorative empirical study was carried out in two primary schools in Italy, with eighty-two children of four 5th-grade classes who were given the task of reading of an e-book using a tablet device. The children were individually observed during the interaction with the e-book. Each group of children had a comprehension test after the reading session and then a recorded interview at the end of the activity. After collecting and processing the data, we analyzed the strategies and the personal reaction of the children during the reading. We highlight the flexible characteristic of the e-book and the possibility of personalizing the reading process. Moreover, we consider the key role of the teachers in getting the children to familiarize with the e-book. We more deeply analyze some aspects influencing the reader’s comprehension and engagement, and highlight the importance of integrating different book formats in the school context.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
