Abstract

Reading and writing are increasingly performed with digital, screen-based technologies rather than with analogue technologies such as paper and pen(cil). The current digitization is an occasion to "unpack," theoretically and conceptually, what is entailed in reading and writing as embodied, multisensory processes involving audiovisual and ergonomic interaction with devices having particular affordances. Highlighting the sensorimotor contingencies of substrates and technologies--how movement and object manipulation affect perception, experience, and sensory "feel"--this article presents an embodied approach to reading, writing, and literacy, using three cases of digitization as illustrations of some educational implications: (1) beginning writing by hand or by keyboard; (2) dialogic reading with iPads and print picture books in kindergarten; and (3) deep reading of long, linear texts on paper and on screens.

Citation

Mangen, A. (2016). What Hands May Tell Us about Reading and Writing. Educational Theory, 66(4), 457-477. Retrieved August 10, 2024 from https://www.learntechlib.org/p/193279/.

This record was imported from ERIC on January 10, 2019. [Original Record]

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Keywords

• electronic learning
• Handwriting
• Influence of Technology
• Intermode Differences
• Keyboarding (Data Entry)
• kindergarten
• Picture Books
• Reading Strategies
• Technology Uses in Education
• Text Structure
• Writing Processes
• Writing Strategies