- Paperback: 304 pages
- Publisher: Jossey-Bass; 1 edition (September 21, 2015)
- Language: English
- ISBN-10: 9781119091899
- ISBN-13: 978-1119091899
- ASIN: 1119091896
- Product Dimensions: 7.1 x 0.8 x 9.3 inches
- Shipping Weight: 12.6 ounces (View shipping rates and policies)
- Average Customer Review: 30 customer reviews
- Amazon Best Sellers Rank: #918,004 in Books (See Top 100 in Books)
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Tap, Click, Read: Growing Readers in a World of Screens 1st Edition
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From the Publisher
About the Authors:
LISA GUERNSEY is a journalist and director of the Early Education Initiative and the Learning Technologies Project at New America.
MICHAEL H. LEVINE, PhD, is a child development and policy expert and founding director of the Joan Ganz Cooney Center at Sesame Workshop.
Why do you say that there is a 'quiet crisis' in reading?
Is there really evidence that literacy or the love of books is lower now than in the past?
LISA: An alarming number of children in the United States never become good readers. More than two-thirds of American fourth graders are not reading at grade level or 'proficiently,' according to the Nation's Report Card. For children in low-income families and children of color, the numbers are even worse: More than 80 percent are not hitting the proficient mark. Despite billions of dollars of interventions and new programs, that percentage has barely budged for more than two decades. That, to us, is a crisis.
MICHAEL: Literacy experts have noted that the actual amount of reading and writing, especially short-form, is not necessarily on the decline, but that intentional, more complex skills-building needs a boost. We argue that literacy today depends not only on the basics but on a new set of competencies — including digital and second-language fluency. We aren't doing particularly well on either the "old" or the "new" literacies at the moment.
What is the 'two-pronged approach' to learning to read?
LISA: The two prongs refer to skills and knowledge. Some people see learning to read as simply a matter of skill — of being able to match letters to sounds and decode the symbols of print. But children also need knowledge. They need to be able to understand the words they read and have a base of knowledge (in art, science, social studies and beyond) to help them make inferences and connect the dots. It would be pretty difficult to understand and appreciate a paragraph about penguins caring for their young, for example, if you didn't have a base of understanding about birds, eggs and icy temperatures — not to mention the patience involved in keeping an egg warm and safe!
What role can digital content play in learning to read?
MICHAEL: Young children are natural born explorers. Many young children express a passion for dinosaurs, building their own cities or managing trains. They assemble what Kevin Crowley refers to as deep "islands of expertise" via their exploration of these learning passions. Today's children have rich opportunities to build background knowledge at the tap of a screen and to demonstrate a new set of skills with the assistance of an app that will publish and allow social exchange about their new creation.
What are some examples of positive uses of technology to promote early learning?
LISA: We show examples of text-messaging programs that send parents praise when they and their children read an e-book together. We tell the story of first-graders in a classroom using pen on paper, audio and video technology to rewrite a song and sing the new version to their school.
MICHAEL: And we also explore the rich history of educational media, and imagine public media as a national asset that could be better positioned to connect home and school. The origins of Sesame Street and other public media pioneers are the basis — in many respects — to understanding the impact of new technologies on young children. The book offers an analysis of the role that "joint media engagement" (where adults and children learn from media together) might play if we were to intentionally design in-school and out-of-school literacy programs for such interchange.
On Joint Media Engagement:
MICHAEL: When my children were young we would sit together watching Sesame Street or Mr. Rogers' Neighborhood as 'co-viewers.' I would . ..later ask my kids to point out the letters on a stop sign or say numbers like 'The Count' would. Today's kids and parents are still co-viewing, but our research indicates that there is less 'intentional viewing' of educational media: Parents and kids are more likely to be watching telenovelas or American Idol together.
But the ubiquity and mobility of interactive digital media make it possible to expand the reach of 'learning together' moments in a new way. ..Today's parents who understand the benefits of blending literacy and media experiences will spend 10-15 minutes in shorter bursts of activity scaffolding and guiding their kids learning in different settings — in the car or on a bus, at the grocery store, after a park or museum visit to research a new discovery!
On Media and Digital Literacy:
LISA: Literacy is an expansive word—getting more expansive with every passing year. Someone who is not steeped in early literacy research might think that literacy means reading print. But even the traditional definition of literacy has always meant more than that: It means reading, writing, listening and speaking. Children need help in becoming skillful at all four of those skills and they can use media tools of all kinds to do so.
And in addition, as children grow up in a world of information overload and constant messaging, they will also need to learn media literacy and critical literacy. Those two concepts are still relatively new in elementary education, but if you think about it, those ideas go hand in hand with teaching a child about what it means to be a writer or media creator and why it is important to look closely and ask questions about what a writer is trying to say.
On English Language Learners:
MICHAEL: Our book explores the overlooked assets that reside in both the language and culture of low-income Hispanic-Latino families as seen through the lens of contemporary research on the uses of digital media for learning purposes. Our book includes recommendations based on this research on ways to improve parent engagement programs, school-home links, media design and new public-private partnerships to more effectively meet the needs of ELLs.
On the Book's Overall Message:
LISA: We argue for a modern, 'third way' approach to technology that gives young children of all backgrounds more opportunities to learn to read and succeed in the 21st century. We need to get past the tired nagging of 'no screen time' and the overheated enthusiasm over apps as the holy grail of early education. Instead, let's take a more mindful approach and combine the power of parents, educators and high-quality media (print and digital) to make literacy opportunities available to all kids and families, regardless of income.
MICHAEL: One final bit of advice for the adults who are trying to figure out how to navigate what we refer to as the 'digital wild west' for their kids and students: Digest and act urgently on our findings, but trust your instincts too! . .. We intend to bring the message home to everyone who has a stake in ensuring that America's tragic, but wholly preventable reading crisis can be solved in the next decade.
From School Library Journal
Guernsey and Levine provide an exhaustive, comprehensible resource for parents and educators, offering distinct approaches and tools on how to help children become strong readers, despite the often overwhelming influence of digital media. Although the book is focused primarily on research studies (numerous studies about the connection between digital literacy and technology are cited), the text is accessible and free of jargon. Through a simple and convincing scaffolding method, educators will be better informed on the choices that young learners have in terms of digital texts. Those who work with media and books for young children will learn ways to establish positive reading habits. This title will benefit those who are interested in studies on digital literacy and its relation to educational programming, including television, mobile apps, websites, and digital games. VERDICT Strongly recommended for those concerned with the effect of literacy on young children in light of new technology and for laying out ways that educators can encourage literacy in the home, classroom, and community as a whole. Suggested for librarians, media specialists, ELA teachers and administrators, and literacy and reading coaches.—Krista Welz, North Bergen High School, NJ
From the Back Cover
ADVANCE PRAISE FOR TAP, CLICK, READ
"Finally, the 'everything book' has been created for understanding the digital age and children's literacy! Our tour guides for this journey—Lisa Guernsey and Michael Levine—narrate the journey in such an engaging and fun way, you won't be able to put this book down. It is the perfect, must-read book for the digital age!"
—Ellen Galinsky, President and Co-Founder, Families and Work Institute, author, Mind in the Making
"In Tap, Click, Read, Lisa Guernsey and Michael Levine give educators and parents what they so urgently need—an authoritative, evidence-based guide to the ever-growing and ever-changing realm of children's digital media. In clear, accessible prose the authors lay out for us how to choose and use today's technological resources to help children master that most important traditional skill: reading. Guernsey and Levine have done a tremendous service to parents, teachers—and children—with this book."
—Annie Murphy Paul, author, Brilliant: The New Science of Smart
"Wow—what a smart and timely book! Every early childhood teacher, parent, and policymaker who seeks to stay afloat in a sea of innovation and technology, and who cares about improving the opportunity to learn for ALL, should devour Tap, Click, Read."
—Karen Cator, President and CEO, Digital Promise, former Director, US Office of Educational Technology
"A must read for all parents, teachers, and their digitally savvy kids. Tap, Click, Read is a superb example of 'edible science' that is accessible, digestible and usable. With a beautifully written synthesis of cutting-edge technology and current research, Guernsey and Levine show us how to rethink learning in a digital age."
—Kathy Hirsh-Pasek, PHD, co-author, Einstein Never Used Flashcards, Stanley and Debra Lefkowitz Faculty Fellow and Director of the Infant Language Laboratory at Temple University
"Tap, Click, Read is equally adept at navigating, translating, and boldly advancing a new vision for literacy in a digital age. Illuminating great research with an array of wonderful stories, Guernsey and Levine help the reader appreciate the landscape of a brave new world they inventively call Readialand. Rather than leaving us to wander unaided across uncertain terrain, they provide a user friendly playbook to drive needed changes in communities across the nation."
—Ralph Smith, Senior Vice President, Annie E. Casey Foundation and Managing Director, Campaign for Grade-Level Reading
Top customer reviews
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The authors' understanding of early literacy, early childhood development and digital media use are obvious and their explanations are easily digestible. The layout of the book allows readers to read sections in one fell swoop or in smaller chunks of time, perfect for busy families and educators. The digital content found at the companion site www.tapclickread.org adds even more value and includes video mentioned in the book.