There is no debate that traditional read-aloud strongly supports lifelong learning. However, technology use is ubiquitous in our society. Reading and technology are in competition for our learners’ attention. How can this tug-of-war be addressed? We can combine reading and technology and power up our read-alouds with technology.
“I wish my learners would be as excited about reading as they are about technology” is a lament frequently sung by learning professionals who seek to support a lifelong love of reading.
We have a shared and research-supported understanding that the read-aloud experience can positively impact myriad literacy development skills, motivation to read, and academic performance (Adams 1990; Anderson et al. 1985; Duursma, Augustyn, and Zuckerman 2008; Goldfield and Snow 1984; Keller 2012; Krashen 2004; Ross, McKechnie, and Rothbauer 2006; Trelease 2006). A few of the early reading skills impacted are letter recognition, an understanding that print represents the spoken word, book mechanics (holding and turning pages), basic story structure, syntax, and grammar (Duursma, Augustyn, and Zuckerman 2008). Reading aloud can expose and connect learners to powerful concepts such as story elements, genres, vocabulary, authors, and illustrators. Reading aloud encourages vocabulary building. Beyond encouraging exposure to vocabulary- building text, as an added benefit, children’s books contain 50 percent more rare words than popular television (Duursma, Augustyn, and Zuckerman 2008).
There is no debate that reading is fundamental and reading aloud strongly supports lifelong reading engagement (Adams 1990; Anderson et al. 1985; Duursma, Augustyn, and Zuckerman 2008; Goldfield and Snow 1984; Keller 2012; Krashen 2004; Ross, McKechnie, and Rothbauer 2006; Trelease 2006). However, technology use is ubiquitous in our society, and engagement with technology is essential for our success, never more so than within the pivoting constraints of our current pandemic-based restriction uncertainty. We need to be able to deliver read-aloud to our learners regardless of the restrictive circumstances with the best opportunity for positive impact. The current read-aloud is traditionally lacking in technology. We are potentially missing a multitude of opportunities for participant growth, and we are not maximizing educational technology best practices infused digital read-aloud impact opportunities.Through the combination of technology and read-aloud, this presentation seeks to give librarians the ability to create engaging digital read-aloud programs to enhance the library learning experience. Digital read-aloud can be used with multiple age groups, in a variety of settings, and with differing degrees of expense and technology complexity.
We will have the opportunity to implement strategies from my book Power Up Your Read-Alouds: Building Reading Excitement through Technology while presenting using the singular technology eGlass that allows for increased functionality would be greatly appreciated. The educational technology tool eGlass can allow facilitators to quickly pivot and engage meaningfully with participants regardless of the presentation format of the read-aloud.
References and Supporting Materials
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