Towards a digital reading lab: discovering and learning new affordances

Abstract

Digital reading is not just a straightforward transition from reading on paper to reading on the screen. The differences come into sharp relief when we consider reading as a multiply articulated gesture rather than simple decoding of the written text. This paper considers the various aspects of this articulation and how it is impacted by the translation to digital text. It becomes clear that there are many points in which the fluent process of reading is disrupted by the digital. This underscores the need for a digital reading lab that will both investigate the differences and give students and academics an opportunity to develop knowledge about the tools that are through which digital reading is facilitate. The lab will thus foster skills necessary for modern readers in order to increase the fluency of their digital reading. With this in mind, this paper goes on to describe plans for such a lab at the Oxford Centre for Teaching and Learning. As an appendix an annotated overview of key tools related to digital readings is provided.

Citation

(2021). Towards a digital reading lab: discovering and learning new affordances. The Journal of Academic Development and Education, https://doi.org/10.21252/e01f-8m82

• Acceptance Date: Dec 1, 2021
• Publication Date: Dec 1, 2021
• Journal: Journal of Academic Development and Education Special Edition (Becoming Well Read)
• Print ISSN: 2051-3593
• DOI: https://doi.org/10.21252/e01f-8m82
• Publisher URL: https://doi.org/10.21252/e01f-8m82