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=Ebooks Exploration:= (reading list/draft)

Lisa Guernsey: [|Are Ebooks Any Good?] [|Why E-Reading with your Kid Can Impede Learning]

Warren Buckleitner; [|The Children's EBook Revisited]Presentation and [|The Children's Ebook Revisited article](includes Children's Interactive Media Evaluation Instrument, Adapted for Ebooks). [|CES 2012: Digital Publishers Debate What Makes a Good Kids' Product]

Cooney Center: [|Come Read with Us! News from the E-book Quickstudy]by Meagan Bromley [|Does a book by any other platform still smell as sweet?] by Ann My Thai [|The New Coviewing website] [|DigitalBeginningsReport.pdf] [|pockets_of_potential.pdf] [|Edutopia Research Brief]

Akron Ready Steps: [|Akron Ready Steps- High Quality Literacy Learning], [|Back to School-ebook Nook Set-up] [|Read Aloud Observation Protocol]

Jeremy Brueck: [|Research Ed; Developing an e-Book Quality Rating Tool] (1) [|e-Books, Learning Objects and the Blueprint Key (2)] [|Analytic Tools for Examining e-Book Features (3)] [|An e-Book Quality Rating Tool is Born](4) [|Findings from the e-Book Quality Rating Tool (5)]

[|A Formative Study of an E-Book Instructionahttp://ebooksece.wikispaces.com/l Model in Early Literacy]by Kathleen Roskos, Karen Burstein, Byeong-Keun You, Jeremy Brueck, Carolyn O’ Brien [|Investigating Analytic Tools for e-Book Design in Early Literacy Learning] [|Ebooks, The New Normal Virtual Summit Archives] [|eReaders in students' hands: It's not easy!]

Edutopia: [|Swipe Tap, Flick and... Read? Research on Children and E-Books] by Sarah Vaala

[|Publishing iPad Book Apps for Kids] []

[|How will iPad picture books effect digital literacy?,] Digital Media Diet Blog Book apps/reviews [|Digital Storytime] [|*storyappchat] [|School Library Journal]

Teacher groups EReader Roundup [|ning for eBooks in classrooms] [|Live Binders] (might not be as useful for eBooks specifically, but focused on iPad use in schools) http://digitalkindergarten.blogspot.com/
 * 1) kinderchat and #ECEtech on Twitter

From Katie's Dissertation study  [|Paciga_diss_submitted.doc]  : Bus, A.G., Verhallen, M., & de Jong, M.T. (2009). How onscreen storybooks contribute to early literacy. In A.G. Bus & S.B. Neuman (Eds.), //Multimedia and literacy development// (pp. 153-167). New York: Routledge. Calvert, S.L., Strong, B.L., & Gallagher, L. (2005). Control as an engagement feature for young children's attention to and learning of computer content. //American Behavioral Scientist, 48//(5), 578-589. de Jong, M. T., & Bus, A. G. (2002). Quality of book-reading matters for emergent readers: An experiment with the same book in a regular or electronic format. //Journal of Educational Psychology, 94//(1), 145-155.[|deJong_JEP_2002.pdf]

de Jong, M.T., & Bus, A.G. (2003). How well suited are electronic books to supporting literacy? //Journal of Early Childhood Literacy, 3//(2), 147-164. de Jong, M.T., & Bus, A.G. (2004). The efficacy of electronic books in fostering Kindergarten children's emergent story understanding. //Reading Research Quarterly, 39//(4), 378-393.[|deJong&Bus_RRQ_2004.pdf]

Doty, D.E., Popplewell, S.R., & Byers, G.O. (2001). Interactive CD-ROM storybooks and young readers' reading comprehension. //Journal of Research on Computing in Education, 33//(4), 374-384.[|Doty,etal_2001_JRCE.pdf]

Korat, O., & Shamir, A. (2004). Do hebrew electronic books differ from Dutch electronic books? A replication of a Dutch content analysis. //Journal of Computer Assisted Learning, 20//, 257-268.[|Korat&Shamir_2004_JCAL.pdf]

Korat, O., & Shamir, A. (2007). Electronic books versus adult readers: Effects on children's emergent literacy as a function of social class. //Journal of Computer Assisted Learning, 23//(3), 248-259. [|Korat&Shamir_e-books.pdf]

Korat, O., & Shamir, A. (2008). The educational electronic book as a tool for supporting children's emergent literacy in low versus middle SES groups. //Computers & Education, 50//(1), 110-124. [|Korat&Shamir_2008_Comp&Ed.pdf]

Labbo, L.D. (2009). "Let's do the computer story again, Nana": A case study of how a 2-year-old and his grandmother shared thinking spaces during multiple shared readings of an electronic story. In A.G. Bus & S.B. Neuman (Eds.), //Multimedia and literacy development// (pp. 196-210). New York: Routledge. Labbo, L.D., & Kuhn, M.R. (2000). Weaving chains of affect and cognition: A young child's understanding of CD-ROM talking books. //Journal of Literacy Research, 32//(2), 187-210. Lefever-Davis, S., & Pearman, C. (2005). Early readers and electronic texts: CD-ROM storybook features that influence reading behaviors. //Reading Teacher, 58//(5), 446-454. [|LefeverDavis&Pearman_2005_RT.pdf] <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: left;">McKenna, M.C., Labbo, L.D., Reinking, D., & Zucker, T.A. (2007). Effective uses of technology in literacy instruction. In L.B. Gambrell, L.M. Morrow & M. Pressley (Eds.), //Best practices in literacy instruction// (3rd ed., pp. 344-372). New York, NY: Guilford Press. <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: left;">Plowman, L., & Stephen, C. (2003). A 'benign addition'? Research on ICT and pre-school children. //Journal of Computer Assisted Learning, 19//(2), 149-164. []

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: left;">Ricci, C.M., & Beal, C.R. (2002). The effect of interactive media on children’s story memory. //Journal of Educational Psychology, 94//(1), 138-144. [|Ricci_JEP.pdf]

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: left;">Shamir, A., & Korat, O. (2009). The educational electronic book as a tool for supporting children's emergent literacy. In A.G. Bus & S.B. Neuman (Eds.), //Multimedia and literacy development// (pp. 168-181). New York: Routledge. <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: left;">Trushell, J., Burrell, C., & Maitland, A. (2001). Year 5 pupils reading an 'Interactive Storybook' on CD ROM: Losing the plot? //British Journal of Educational Technology, 32//(4), 389-401. <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: left;">Turbill, J. (2001a). A researcher goes to school: Using technology in the kindergarten literacy curriculum. //Journal of Early Childhood Literacy, 1//(3), 255-279. <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: left;">Turbill, J. (2001b). Getting kindergarteners started with technology: The story of one school. //Reading Online, 5//(1). <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: left;">Unsworth, L. (2003). Reframing research and literacy pedagogy relating to CD narratives: Addressing ‘radical change’ in digital age literature for children. //Issues in Educational Research, 13//. Retrieved from http://www.iier.org.au/iier13/unsworth.html.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: left;">Van Scoter, J., & Ellis, D. (2001). By request...Technology in early education: Finding the Balance. In N. R. E. Laboratory (Ed.). Portland, OR: Northwest Regional Education Laboratory. <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: left;">Verhallen, M., Bus, A. G., & de Jong, M. T. (2006). The promise of multimedia stories for Kindergarten children at risk. //Journal of Educational Psychology, 98//(2), 410-419.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: left;">Survey research on use of tech (not sure what your purpose is in collecting this info, but I find the info here useful in framing a rationale FOR use of eBooks) - <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: left;">[|NIEER paper on media & young children]

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: left;">Rideout, V., Lauricella, A. & Wartella, E. (2011). //Children, media, and race: Media use among White, Black, Hispanic and Asian American children//. Evanston, IL: Center on Media and Human Development, Northwestern University. <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: left;">Scholastic Inc., & Yankelovich (2006). Kids and family reading report. Retrieved from []

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: left;">Scholastic Inc., & Yankelovich (2008). Kids and family reading report. Retrieved from []. <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: left;">Zevenbergen, R., & Logan, H. (2008). Computer use by preschool children: Rethinking practice as digital natives come to preschool. //Australian Journal of Early Childhood, 33//(1), 37-44.