Utilize este identificador para referenciar este registo:
https://hdl.handle.net/1822/63402| Título: | Digital reading in the early years: expertise, engagement and learning |
| Autor(es): | Pereira, Íris Susana Silva, Cristina Vieira da Araújo, Mônica Daisy Vieira Borges, Maria Manuel |
| Data: | 2019 |
| Editora: | Routledge |
| Resumo(s): | Children are compulsive meaning-makers (Kress 2013). They construct their own personal theories about natural phenomena as well as about the cultural context of their experience, seeing "the world of objects as fully meaningful" (Kress 1997: 142). Computers, tablets or smartphones are clear instances of the world cif obJects with which children ubiquitously interact and make meanings long before entering school (Rowsell et al. 2013). This chapter looks into digital meaning-making practices, with the aim of contributing to the understanding of digital reading in the early years. |
| Tipo: | Capítulo de livro |
| URI: | https://hdl.handle.net/1822/63402 |
| ISBN: | 978-1-138-30388-1 |
| e-ISBN: | 978-0-203-73063-8 |
| Arbitragem científica: | yes |
| Acesso: | Acesso restrito autor |
| Aparece nas coleções: |
Ficheiros deste registo:
| Ficheiro | Descrição | Tamanho | Formato | |
|---|---|---|---|---|
| Digital reading in the early years. Expertise, engagement and learning.pdf Acesso restrito! | 1,06 MB | Adobe PDF | Ver/Abrir |
