How and Why to Read and Create Children's Digital Books – UCL Press
How and Why to Read and Create Children's Digital Books outlines effective ways of using digital books in early years and primary classrooms, and specifies the educational potential of using digital books and apps in physical spaces and virtual communities. With a particular focus on apps and personalised reading, Natalia Kucirkova combines theory and practice to argue that personalised reading is only truly personalised when it is created or co-created by reading communities.
Divided into two parts, Part I suggests criteria to evaluate the educational quality of digital books and practical strategies for their use in the classroom. Specific attention is paid to the ways in which digital books can support individual children’s strengths and difficulties, digital literacies, language and communication skills. Part II explores digital books created by children, their caregivers, teachers and librarians, and Kucirkova also offers insights into how smart toys, tangibles and augmented/virtual reality tools can enrich children’s reading for pleasure.
How and Why to Read and Create Children's Digital Books is of interest to an international readership ranging from trainee or established teachers to MA level students and researchers, as well as designers, librarians and publishers. All are inspired to approach children’s reading on and with screens with an agentic perspective of creating and sharing.
Praise for How and Why to Read and Create Children's Digital Books
'A very salient book for the times we are living in ... a book which is both eloquent and easy to engage with, that provides research-informed insights and inspiration regarding the world of e-books and apps.'
UKLA 2021 Academic Book Award shortlist announcement
‘We don’t want, in a digital age, to go backward and turn books into a purely bespoke item available only to the few. However, thanks to the ample resources found in Kucirkova’s practical handbook, the ability to create quality books that will appeal to young readers is within the reach of us all.’
Jeff Gomez, Publishing Research Quarterly
'This is an exciting and innovative book – not least because it is freely available to read online but because its origins are in primary practice. The author is an accomplished storyteller, and whether you know, as yet, little about the value of digital literacy in the storymaking process, or you are an accomplished digital player, this book is full of evidence-informed ideas, explanations and inspiration.'
Liz Chamberlain, Open University
'At a time when children's reading is increasingly on-screen, many teachers, parents and carers are seeking practical, straightforward guidance on how to support children's engagement with digital books. This volume, written by the leading expert on personalised e-books, is packed with app reviews, suggestions and insights from recent international research, all underpinned by careful analysis of digital book features and recognition of reading as a social and cultural practice. Providing accessible guidance on finding, choosing, sharing and creating digital books, it will be welcomed by those excited by the possibilities of enthusing children about reading in the digital age.'
Cathy Burnett, Professor of Literacy and Education, Sheffield Hallam University
Electronic children’s books (e-books) are becoming more widely available. Some readers, like the first generation Kindle and Nook devices, offer a basic digital version of a print book. Children scroll through the pages to read, and the experience is somewhat similar to reading a traditional book.
Newer, full-color, touchscreen devices such as iPads and the Nook Color have expanded what is possible to include e-books with many more features. These “enhanced” e-books offer a different reading experience. Often bought as apps through iTunes, these e-books provide lots of choice. A user can choose have the whole book read to them, or can choose to read the book themselves. E-book enhancements consist of a range of things, but often include listening to music that complements the story, playing story-related games, completing coloring pages, and more. Most children find interactive e-books fun and engaging. But do they help develop important early literacy skills such as letter names and letter sounds or more complex skills such as comprehension?
Keep the focus on reading and the story
The e-book market is too young to have enough solid research on the topic to know for sure yet, but researchers have spent lots of time watching families with young children engage with e-books. These observations suggest that it’s easy for kids to get carried away with the digital nature of the e-book. Parents can help keep the focus on reading and the story by following three simple suggestions:
- Recognize the novelty factor. The first few times your child is interacting with a new e-book, allow time for exploration of the features. Once your child has spent some time exploring, set out to read or listen to the story without too many non-story related interruptions.
- Enjoy the features, but don’t forget to focus on the story. See if you can help your child find a balance between having fun with the games and sticker books and really enjoying and understanding the story. As with all books, engage your reader in conversations about the story. “What do you think will happen next? What is your favorite part of the story?”
- Stay present with your child and the book experience. It’s tempting to let the device do the work — read the story, play a game and interact with your child. But there’s no substitute for quality parent-child conversation. Keep talking, commenting on interesting words and ideas, and sharing your love of literacy with your child.