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The increasing use of digital technologies has implications for reading. Online and on-screen reading often consist of engaging with multiple, short, multimedia snippets of information, whereas longform reading is in decline. Meta-analyses have identified a screen inferiority when reading informational texts, but not narrative texts. The mode effect is explained by reference to the Shallowing Hypothesis, postulating that increased screen reading leads to a propensity to skim and scan rather than carefully read, since digital reading material is typically composed of short, decontextualized snippets of multimedia content rather than long, linear, texts. Experiments have found support for the Shallowing Hypothesis when reading expository/informational texts, but the impact of increased habituation to screens on, specifically, literary reading, is largely unknown. It is plausible that shallow modes of reading, prompted by increased screen use, may compromise one's capacity to engage deeply with literary texts and, in turn, negatively affect readers' motivation and inclination to engage in slower, more reflective, and more effortful reading. This article presents the results from three experiments exploring associations between reading behavior, medium preferences, and the reading of a short literary text on paper versus screen. Although mixed, the results revealed an overall pattern for the role of medium: more frequent reading of short texts on screen predicted less inclination to muster the cognitive persistence required for reading a longer text, and engage in contemplation on the deeper and personally relevant meaning of the literary text. Educational implications of these findings are discussed.

The introduction and wide use of devices, especially mobile ones, has changed the way learners read and do research for a variety of reasons, and this trend has attracted a number of studies conducted regarding reading on screen and on paper in addition to those dealing with the students' behavior in using online resources to print ones. This paper aims at identifying the major findings and trends in reading research by describing the current state of knowledge and practice in the studies comparing reading on screen and on paper and to provide guidance for practitioners by analyzing and summarizing the existing research. The current review adopted a systematic review as the research methodology as well as the article selection and screening process. The articles published between 2009 and 2017 were reviewed, and 37 articles were included in the analysis. The review revealed that the research on onscreen and paper-based reading focused on comparing the learners' performances in reading activities in both contexts and sharing preliminary findings and students' views. However, the findings are inconclusive as mixed findings were produced as to the effects of reading on screen and on paper. Moreover, the review also indicates that practitioners are also interested in examining the factors and affordances in reading on screen. As a result, there is still further research needed to establish the factors affecting reading and comprehension while reading on screen and on paper.

This research is the second stage of my entire graphic novel practice looking at a feminist topic -- women's awakening from marriage. In this phase, the study carries out the practical process of the creative work, involving a graphic novel (body), an opening title (hook) and a package of visual communication design (promotion), in order to convey my feminist claim that women's real emancipation depends on whether they can rouse their subject awareness and break through the chain of marriage. Based on this practice-led research, my personal knowledge is generated, including the value of combining graphic novels and title sequences, the importance of symbolic storytelling and my understanding of female subjective freedom. In addition, this research potentially provides an arts-based research method, which can enable practitioner/researcher to utilise a reflective triangle model to develop art and design work.

Aims: To evaluate whether decoloured cell-free supernatant of Lysobacter enzymogenes C3 can decrease paper bioreceptivity to fungal attack., Methods and Results: To prepare colourless C3 supernatant, single-factor design and uniform design were applied. The optimum conditions with high decolouration degree and low antifungal activity loss were achieved as follows: carbon granule content 1·6% (M/V), temperature 27°C, decolouring time 1·2 h and pH 8·0. An agar plate bioassay was used to assess the antifungal activity of the decoloured supernatant against the fungal isolates obtained from contaminated books, and strong suppression was observed. Small-sacle laboratory test was further introduced, in which common book papers were artificially inoculated with the fungal isolates, and then sprayed uniformly with decoloured supernatant or water. The results showed that, after treatment, the paper showed a significantly low extent of fungal colonization and high tensile strength, and maintained the same colour before and after treatment., Conclusion: These results suggest that the decoloured C3 supernatant inhibits fungal growth on types of paper commonly used in books., Significance and Impact of the Study: Decoloured C3 supernatant could be used as a preventive agent to protect books and other paper-based items against fungal growth., (© 2019 The Society for Applied Microbiology.)

This initial study used an equivalent-groups design to evaluate differences in story comprehension scores between children with autism spectrum disorder (ASD) and their neurotypical (NT) peers using paper and iPad® storybooks. Fifteen children with ASD of ages 4-6 and 15 NT peers matched for receptive vocabulary age and gender met inclusion criteria. Across two individualized testing sessions, participants answered language abstraction questions about three formats of Pete the Cat stories (paper, iPad adult read, and iPad with the read-to-me feature activated) during shared storybook reading. When examining the entire group of participants, all children performed better with either type of iPad storybook compared to the paper book. The current study indicates storybooks on the iPad function in similar ways for NT children and children with ASD. Further, this research shows promise for using the iPad with young children during shared storybook reading. Directions for future research and implications for special education personnel are provided.

As schools around the world increasingly use digital text, research is needed to understand the impact different media may have on opportunities for language and literacy development. Using mixed methods to analyze students' collaborative interactions across different media, this study examined how linguistically diverse students engaged with digital and paper books in a cross-age peer-learning literacy program. Findings revealed that the quality of students' engagement differed across media. Students were more likely to engage in meaningful talk, use text features to support comprehension, and attend to text when using paper books. Findings have implications for how educators may reconsider instruction using digital texts in order to support language and literacy development with students learning an additional language.

The young generation, born into digital technologies and called Millennials or the Y-Generation, are raised in a world where everybody has a computer in their pockets (Hamari et al., 2014), and they are constantly engaged in digital activities. However, research on the impact of digital devices on learners' educational performance and motivation is still an emerging field. This article aims to examine perceptions of the sixth-grade students in Turkey of their e-reading experiences on the basis of their personalized/gamified/PDF electronic reading practices in school and the influences of their perceptions on their reading comprehension and levels of motivation in English as a foreign language (EFL) classroom. The study follows a quasi-experimental approach with four treatment groups and a control group, involving 96 sixth-grade state school students in Turkey. The three treatment groups read in order from the personalized/gamified/PDF electronic reading for 5 weeks whereas the control group used printed guided reading program. The results indicate that EFL learners' use of screen reading has the potential to increase reading motivation of the students. However, no significant difference was observed in their reading comprehension levels despite the use of different reading medium in control and experimental groups.

This paper focuses on students' reading habits--whether traditional reading habits (print books) or modern reading habits (using a computer screen). We review the changes in students' reading habits over time, as part of other global changes, and explore whether corresponding digital pedagogies have evolved to address these changes. We examine Generation Y students' motivations and study habits, a generation that shows indications of changes in its academic values and priorities, and cracks in its research skills for a global world. We focus on a case study of the reading habits of students in one academic institution and discuss the implications of the findings for academic teaching and the academia's traditional role of training researchers.

There is much more to learn from reading the biographical and philosophical writings of leaders in higher education about what education for librarianship was and should be than from the literature of library education itself. This article contains an alphabetical list with annotations of 23 books on exploring the issues and problems of higher education. The list started as 12 and was referred to as "Shera's Twelve Apostles," and has now expanded to 23. The article concludes with a few titles that do not fall within the self-imposed limits of the bibliography, but ought to be mentioned as being important to anyone concerned with library education. [For the commentary on this article, "The Four Rightly Guided Caliphs. Commentary on Shera, J. (1969). Twelve Apostles and a Few Heretics," see EJ1073513. This article was originally published in the "Journal of Education for Librarianship."]

Girls often outperform boys on measures of literacy achievement. This gender gap in literacy performance has been observed to be persistent over developmental time, consistent across multiple domains of literacy, and widely spread geographically. It is sometimes suggested that boys' achievement in the literacy domain might be improved by the availability of reading materials that are designed to engage boys' attention, such as electronic books with interactive features. We addressed the question of boys' versus girls' engagement with reading materials by observing 20 small groups of boys or girls interacting with an electronic book and then a paper book. The children's engagement with the book in each case was coded using Noldus software. Engagement was operationalized in terms of eye gaze (looking at book or reading partner vs. elsewhere), handling (i.e., touching or pointing at book or partner with engaging as opposed to prohibitive actions), and verbal behaviors (i.e., reading, paraphrasing, or talking about the book when compared to not talking or off-task talk). Total time and percent time spent engaged with each book was examined by gender. The results revealed greater nonverbal engagement with the ebook compared to the paper book but greater verbal engagement with the paper book compared to the ebook. No differences in engagement by gender were observed however.

The use of e-books in postsecondary education is projected to increase, yet many English as a second language (ESL) institutions have not yet incorporated e-books into their curricula, in part due to a dearth of research regarding their potential impacts on ESL reading comprehension and strategy use. This study fills a gap in the existing research by investigating the impacts of contemporary e-books on ESL strategy use and reading comprehension, in comparison to paper texts. Twenty-two high-intermediate ESL participants were separated evenly into a paper text group and an e-book group. They were given pretests, support strategy mini-lessons, reading sessions with observation, posttests, surveys, and delayed posttests. Independent-sample t-tests revealed no significant difference between the groups' reading comprehension rates; however, reading strategy use and frequency varied between groups. Though the majority of e-book participants had not previously used e-books for learning, they reported preferring them over paper texts after the reading sessions were completed. The study's findings offer some support for the incorporation of e-books in ESL curricula. In addition, the findings suggest that instructors provide e-book strategy lessons to students so they can appropriate the technology effectively.

Bilingual education, usually a community's L1 and English continues spreading geographically and across educational systems worldwide. With this expansion, the development of bilingual education approaches is under constant scrutiny. One recent approach is content and language integrated learning (CLIL). European in origin, CLIL can be viewed as an educational or language teaching approach and it refers to the teaching of curricular content and L2 in an integrated manner. This approach has received international attention, yet, how CLIL unfolds in settings outside Europe appears underrepresented in international publications. The aim of this article is to provide a critical review of CLIL in Latin America between 2008 and 2018. We surveyed 64 items (articles, book chapters, and dissertations) published in regional and international outlets: 41 empirical studies, 19 practice-oriented publications, and four reviews. It begins by summarizing the CLIL continuum with a focus on content- and language-driven CLIL and CLIL frameworks. It then provides a synthesis of empirical studies and practice-oriented publications about CLIL in different Latin American settings. The corpus is analyzed following these unifying themes: pedagogy, perceptions and beliefs, teacher education, global citizenship, and language development. From this review, it transpires that Latin American CLIL is mostly implemented and examined from a language-driven perspective in private primary, secondary and higher education. Suggestions and implications for further research and practice are included.

Since 2013, Vietnam has implemented a plan to reform the whole education sector. However, there is little understanding on the status of educational research in Vietnam, which may lay the foundation for such plan. Thus, this research aims to analyze the whole picture of educational research from Vietnam, as seen from the Clarivate Web of Science (WOS) database: 215 publications were recorded, ranging from 1991 to 2018. These 215 publications were further analyzed from five perspectives: 1) number of publications by year; 2) research fields and levels of education; 3) top institutions with the highest number of publications; 4) international collaboration; and 5) quality. Some of the most notable results are: 1) the educational sciences in Vietnam have been still under-developed until recently; 2) among different research topics research among educational sciences, some (e.g., Vocational Education and Training or Early Childhood Education) seemed to be overlooked whereas others (e.g., Higher Education and Teaching and Learning) seemed to receive more attention from educational scholars; 3) all the most major education -- specialized universities did not appear among the top five institutions with highest number of publications; 4) Australia, Thailand, the USA, New Zealand and China were the countries with the highest number of co-publications with Vietnamese researchers; and 5) The majority of publications belonged to low-ranked journals. Implications would be withdrawn for Vietnamese policymakers, education leaders, educational researchers and teachers in order to adjust their policies and/or action plans; thus, enhancing the performance and impacts of educational research in the future.

Introduction: Research suggests benefits for incorporating popular press books into courses to encourage critical thinking and student-instructor interactions about concepts. Objective: This article offers a summary and critique of "7 ½ Lessons about the Brain" by Lisa Feldman-Barrett along with pedagogical strategies for integrating the book within Introduction to Psychology courses. Teaching Implications: This popular press book affords an opportunity to incorporate a biopsychology thematic approach to Introduction to Psychology. Several pedagogical strategies using active learning and collaboration are provided. Conclusion: Choosing to include a popular press book in class to supplement student learning may benefit critical thinking about many concepts presented within "Introduction to Psychology."

Traditional definitions and assessments of creativity often neglect to identify the complexity surrounding Black students' brilliance, leading to lack of access and funding. Further, even when recognized, Black students are often funneled into programs that do not facilitate positive development of their racial-ethnic identity. Through our systematic review of 155 publications, we developed the BlackCreate Framework to illustrate how effective Black creative educational experiences (BCEEs) create fugitive spaces for creative expression and education. Within these spaces, both societal oppression and community assets are explicitly discussed as a part of the creative process, providing students methods for adaptive coping and for addressing systemic inequities. Given these findings, we advocate for consistent funding and support for fugitive spaces to promote Black students' creativity.

This is the last of three studies designed to assess the interchange between the geography education community, the larger geography field, and other disciplines. Our previous studies have examined citation patterns between geography education journals and quantified whether a paradigm shift was occurring from a focus on strategies and methods towards understanding the learning and teaching process. Further, we wanted to know "who are we listening to?" The answer is that while we were listening to ourselves (geography education), our scholars were incorporating knowledge, ideas, and perspectives from the larger geography community and importantly from academicians and professionals trained in pedagogy and education theories. This study asks the question, "who is listening to us?" Our results indicate that education scholars are actually reading our publications. There were distinct lines of communication between those from geography education and the disciplines of education that permeate journals, books, conference proceedings, theses and dissertations, and other outlets (i.e. reports, blogs, wikis).

The purpose of this study is to investigate the influences of a six-stage story structure (4S) approach on elementary students' story production. To this end, the 4S approach was developed and realized in the form of paper-based and digital storybooks based on scaffolding theory. Specifically, the students learned the six-stage story structure (i.e. setting, theme, attempt, consequence, climax, and resolution) from a number of stories in the dual tasks (i.e. the use of digital storybook after the use of paper-based storybook) and then applied this structure to create their own stories. To address the influence of the 4S approach, forty-nine fifth-grade students participated in a quasi-experimental study for seven 40-minute sessions over 2 weeks. The students in the Experimental Group using the 4S approach were compared with those in the Control Group without the 4S approach. The findings revealed that the 4S approach helps students' story quality, interests, and attitudes. Some implications and limitations are also discussed in this paper.

The purpose of this work is the study of laser cleaning of historical paper. The effect of laser exposure of the paper reflectance, fracture resistance and acidity was investigated. The paper surface roughness before and after laser treatment was analyzed by optical and scanning electron microscopy. It was shown that use of multi-pulse micromachining in combination with high-speed scanning of laser beams provides high safety for paper cleaning. The optimal parameters of laser radiation for effective and safe cleaning are a power density of about 2 × 105 W/cm2 at a wavelength of 1.06 μm, pulse repetition rate is 20 kHz; and a beam scanning speed of 200 mm/s–500 mm/s. The selective laser cleaning method for books and documents was proposed. Selective cleaning is achieved by means of high-precision control of the trajectory of movement of laser beams.

This essay attends to features of the paratexts (covers, title pages, dedications, chapter headings) and the bibliographic texts (paper, typefaces, print layout) of Ernest Hemingway's 1924 in our time. Drawing on the work of Gerard Genette, Jerome McGann, George Bornstein, and Pierre Bourdieu, I argue that these features sometimes produce 'hermeneutic effects,' reinforcing or otherwise contributing to the development of theme in Hemingway's prose vignettes, and that they sometimes produce 'positional effects,' providing information about the kind of book Hemingway produces, the kind of readership it seeks, the kind of distinction it offers its readers. KEY WORDS: Paratext, Bibliographic, Vignettes, Materials, 'You are very right about the lack of capital letters--which seemed very silly and affected to me--but Bird had put them in and as he was printing the In Our [...]

In the sixteenth century in Valencia, Spain, Juan Lorenzo Palmireno wrote self-help manuals aimed at the 'literate country lad of slender means and few connections who plans to better his lot by moving to the city', in the words of Richard Preto-Rodas. In Estudioso de aldea (1571) and its sequel El estudioso cortesano (1573), Palmireno guides his rustic reader in the art of self-fashioning and the presentation of a polished image, in speaking well to prosper in his urban milieu. The success of his books provides a historical, real-life connection to the struggles of many literary characters of the period, including Sancho Panza's social-climbing ambitions, pícaros and pseudo-pícaros, courtiers and would-be courtiers. Today, the pragmatic objective to articulate clearly and project an image of culture, sophistication and clear thinking dovetails with students' aims with their university education. At a time of crisis in the humanities, with student debt making US academia increasingly vocational, convincing students of the importance of studying Early Modern Spanish literature can be challenging. Palmireno's manuals are immediately relatable given the parallels to students' educational goals and views on the purpose of a liberal arts education, and they give historical context to the 'great works' of Golden Age Spanish literature. [ABSTRACT FROM AUTHOR]

While anti-immigrant policy and practices have a long history in the United States, many students are unfamiliar with the historical or current immigration crises. This study explores the challenges of teaching a graduate seminar about immigration and education at a predominantly white university. Five graduate students and their instructor share their reflections from a post-course survey and field notes related to the course's 'pedagogy of discomfort' and experiential learning. The class was moved emotionally, interrupting previous beliefs and shifting attitudes. However, the course fell short of exploring one's own positionality fully, resulting in unfinished learning about how Whiteness upholds the status quo. The authors argue for a neo-abolitionist pedagogy, one that creates a 'third space' to process emotional responses and discuss social positionalities to prevent unproductive feelings of guilt or pity that function to further otherize immigrants.

The purpose of this critical review is to examine studies incorporating interconnectedness between Nature of Science (NOS) and Argumentation. This in-depth critical review seeks to illuminate insights and direction of the linkage between these two eminent research fields in science education. It involves a computerized, web-based search to provide relevant studies consisting of conference papers, academic and peer-reviewed journals and well-known book chapters. The main selection criterion is the appropriateness of included products associated with the purpose of the review. Reputation of the research and recent impacts factors of higher-quality products are indicatives in specifying selection criteria. Additively, methodological aspect is considered to draw a more complete and holistic portrayal of the related studies regarding Argumentation and NOS. The presence of an Aptitude-Treatment Interaction (ATI) effect between NOS and argumentation instruction and, in addition to NOS understanding, gives necessary consideration to learners' Scientific Personal Epistemological Beliefs (SEBs) found to be prominent implications of the review. Other functional and methodological implications are also pointed out for further research related to the linkage between NOS and argumentation.

Beginning 60 years ago, Thomas Kuhn has had a significant impact across the academy and on culture more widely. And he had a great impact on science education research, theorising, and pedagogy. For the majority of educators, the second edition (1970) of his "Structure of Scientific Revolutions" (Kuhn, 1970a) articulated the very nature of the science, the discipline they were teaching. More particularly, Kuhn's book directly influenced four burgeoning research fields in science education: Children's Conceptual Change, Constructivism, Science-Technology-Society studies, and Cultural Studies of Science Education. This paper looks back to the Kuhnian years in science education and to the long shadow they cast. The discipline of science education needs to learn from its past so that comparable mistakes might be averted in the future. Kuhn's influence was good and bad. Good, that he brought HPS to so many; bad, that, on key points, his account of science was flawed. This paper will document the book's two fundamental errors: namely, its Kantian-influenced ontological idealism and its claims of incommensurability between competing paradigms. Both had significant flow-on effects. Although the book had many positive features, this paper will document how most of these ideas and insights were well established in HPS literature at the time of its 1962 publication. Kuhn was not trained in philosophy, he was not part of the HPS tradition, and to the detriment of all, he did not engage with it. This matters, because before publication he could have abandoned, modified, or refined much of his 'revolutionary' text. Something that he subsequently did, but this amounted to closing the gate after the horse had bolted. In particular, the education horse had well and truly bolted. While educators were rushing to adopt Kuhn, many philosophers, historians, and sociologists were rejecting him. Kuhn did modify and 'walk back' many of the head-turning, but erroneous, claims of Structure. But his retreat went largely unnoticed in education, and so the original, deeply flawed Structure affected the four above-mentioned central research fields. The most important lesson to be learnt from science education's uncritical embrace of Kuhn and Kuhnianism is that the problems arose not from personal inadequacies; individuals are not to blame. There was a systematic, disciplinary deficiency. This needs to be addressed by raising the level of philosophical competence in the discipline, beginning with the inclusion of HPS in teacher education and graduate programmes.