Date of Award
Doctor of Education (EdD)
Curriculum & Instruction
Dr. Karin Lewis
Dr. Jacqueline Koonce
Dr. Ignacio Rodriguez
Reading digitally is part of the 21st century New Literacies, residing in the curriculum as a comprehension skill developed with print reading skills. Differences exist between purpose of digital reading and print reading, manifested in the association of digital reading as a mostly non-fiction genre, the immediacy to digital information and its relevance to a reader’s decision about the usefulness of the information. Contrastingly, print reading can be fiction or non-fiction with access to all the text. The differences suggest that learning focused on immediate evaluation, synthesis, and application of information while reading digitally should be taught in the context of digital reading.
This hermeneutic phenonmenological study examined digital reading experiences of eight middle school students. Using indepth interviewing to describe and understand the experiences, findings are presented as themes. The findings contribute to the ongoing discourse of digital reading, teacher preparation and development, curriculum, new literacies, pedagogy, and turning research into practice.
Hayward, Laura A., "The Digital Reading Experiences of Middle School Readers: A Phenomenological Study" (2019). Theses and Dissertations - UTRGV. 471.