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How Can Digital Personal(ized) Books Enrich the Language Arts Curriculum?
Author(s) -
Kucirkova Natalia
Publication year - 2017
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1624
Subject(s) - curriculum , language arts , personalization , the arts , repertoire , autonomy , psychology , literacy , mathematics education , pedagogy , digital literacy , multimedia , computer science , visual arts , world wide web , art , literature , political science , law
Digital personal(ized) books are a relatively recent addition to the rich repertoire of literacy resources available to pre‐K and elementary school teachers. This article summarizes the key ways in which personal(ized) books can enrich the language arts curriculum, drawing on a series of empirically based examples. The value of personalization in the digital stories is explained theoretically using the framework of five A s: autonomy, authorship, authenticity, attachment, and aesthetics. The five A s apply to personal(ized) stories created for, or by, young students and are used to generate some practical suggestions for future use of touchscreens in the classroom.