Abstract

At the current time, the reviews of digital picture books are not based on the reading comprehension process or framed in the context of how readers achieve critical reading comprehension. Rather these reviews, often completed by technology specialists, focus on features that are "attractive" and "entertaining" to readers (Yokota & Teale, 2014). The goal of this project is to provide educators with a review of digital picture books based on the a newly designed rubric. This tool will greatly increase the possibility of schools purchasing effectively developed digital picture books, rather than those that do not take advantage of what electronic texts can offer. Additionally, a list of recommended digital picture books that are likely to enhance the reading experience because they utilize digital features that are aligned with the processes effective readers use will be provided.

Citation

McGeehan, C., Chambers, S. & Nowakowski, J. (2018). Just Because It's Digital, Doesn't Mean It's Good: Evaluating Digital Picture Books. Journal of Digital Learning in Teacher Education, 34(2), 58-70. Retrieved August 10, 2024 from https://www.learntechlib.org/p/192218/.

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Keywords

• Childrens Literature
• Correlation
• Electronic Publishing
• Evaluation Criteria
• Literacy Education
• Picture Books
• preservice teachers
• reading comprehension
• Reading Instruction
• Reading Material Selection
• Reading Processes
• Scoring Rubrics
• Statistical Analysis
• Technology Uses in Education