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Interactive E-book Experiences in a ...

Chwyl, Melanie Christine Prydatkewycz.

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Interactive E-book Experiences in a Children's Museum: Discovery of Family Interactions.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Interactive E-book Experiences in a Children's Museum: Discovery of Family Interactions./
作者:	Chwyl, Melanie Christine Prydatkewycz.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	306 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Contained By:	Dissertation Abstracts International79-12A(E).
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10750711
ISBN:	9780438187610

Interactive E-book Experiences in a Children's Museum: Discovery of Family Interactions.
Chwyl, Melanie Christine Prydatkewycz.

Interactive E-book Experiences in a Children's Museum: Discovery of Family Interactions. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 306 p.

Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2018.

The purpose of this qualitative study was to discover main patterns of parent/caregiver-child interactions around e-books in the context of a Florida children's museum exhibit. Employing a joint media engagement theoretical framework, the intent of the study was to understand approaches of parents/caregivers around children's e-book applications, provision of scaffolding techniques by parents/caregivers, and the children's museum exhibit environment as it supports and inhibits parent/caregiver interactions during shared e-book experiences. Using a constructivist grounded theory approach, data was collected from 197 participant observations, 31 audio recordings and observations of shared e-book experiences between parents/caregivers and children, as well as 48 interviews with parents/caregivers.

ISBN: 9780438187610Subjects--Topical Terms:

516579
Education.

Interactive E-book Experiences in a Children's Museum: Discovery of Family Interactions.
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500 $a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
500 $a Adviser: Clare Brett.
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520 $a The purpose of this qualitative study was to discover main patterns of parent/caregiver-child interactions around e-books in the context of a Florida children's museum exhibit. Employing a joint media engagement theoretical framework, the intent of the study was to understand approaches of parents/caregivers around children's e-book applications, provision of scaffolding techniques by parents/caregivers, and the children's museum exhibit environment as it supports and inhibits parent/caregiver interactions during shared e-book experiences. Using a constructivist grounded theory approach, data was collected from 197 participant observations, 31 audio recordings and observations of shared e-book experiences between parents/caregivers and children, as well as 48 interviews with parents/caregivers.
520 $a The study found three main categories of parent/caregiver interaction: reading convergent parents/caregivers, task divergent parents/caregivers, and physically absent parents/caregivers. Two main areas of scaffolding emerged from the data: scaffolding related e-book content and scaffolding connected to technical navigation. Scaffolds utilized by parents/caregivers during shared e-book reading included: asking questions, labeling objects, providing hints, explanations, praise and encouragement, as well as drawing connections to real life experiences. The children's museum context both supported and inhibited parents/caregivers in shared experiences of e-books. E-reading in the exhibit setting was supported by the parent/caregiver's ability to: focus on engagement with their child more than at home, connect e-book content to a hands-on learning environment, and explore unique learning experiences together. Inhibits to e-reading were based on environmental factors related to visitor traffic, noise, and sharing amongst children, as well as parent/caregiver perceptions.
520 $a Although the findings of this study were not generalizable beyond the particular institutional context of the study, joint media engagement is an area of significance to children's museums and libraries and this study may be informative for other children's museums interested in incorporating e-books into exhibits or better understanding and supporting the interactions of families around digital media.
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