Implementing digital books in the classroom

When implementing digital books in the classroom, you need to consider:

- the entire context, the entire classroom environment.

-the literacy skills you wish to support with the digital books

-the literacy and digital competency of individual children

-the quality and appropriateness of a digital book (see “Criteria”)

These articles contain further research-based guidance for how to incorporate e-books into the classroom. (There are different ways you might access articles. For example, in England your local library can order articles and books for you, in Scotland and the Republic of Ireland, members of the General Teaching Council shave access to academic databases).

Brueck, J. S., & Lenhart, L. A. (2015). E‐Books and TPACK. The Reading Teacher, 68(5), 373-376.

Felvégi, E., & Matthew, K. I. (2012). eBooks and Literacy in K–12 Schools.Computers in the Schools, 29(1-2), 40-52.

1.These two articles offer guidance for observing children’s engagement with e-books:

Roskos, K., Burstein, K., & You, B. K. (2012). A typology for observing children’s engagement with ebooks at preschool. Journal of Interactive Online Learning, 11(2), 47-66.

Roskos, K., & Burstein, K. (2012). Descriptive observations of e-book shared reading at preschool. Journal of Literacy and Technology, 13(3), 27-57.

 This Minibook offers practical examples of incorporating digital books into classrooms across year groups and subject areas

https://ukla.org/shop/details/ipads_and_tablets_in_the_classroom_personalising_childrens_stories1