Digital and Multimodal Literacies and Adolescent Reading Development and Motivation

Introduction

Last week, I discussed early reading development and motivation and how digital and multimodal literacies can both help and hinder our young readers.  In this post, I will mention the impact of motivation on reading in adolescent readers.  Adolescent readers are those who have transitioned from building foundational literacy skills and learning to read, to reading to learn new concepts and for leisure.  I will conclude this post by exploring research that includes digital and multimodal literacies that affect adolescent readers and their reading development.  

Adolescent Readers and Motivation

According to Hinchman and Sheridan (2014), motivation is one of the key factors of reading that should take focus in the classroom because of research findings that indicate a transition in motivation for adolescent readers. These authors determine that this is caused by a performance-oriented learning climate, such as the focus on grades, and the perceptions and comparisons of their peers (pp. 58-59). This transition can result in a drop or loss in motivation and engagement in reading. This is important when understanding how digital and multimodal literacies can be used to either promote motivation and engagement, or further hinder it.  

Digital and Multimodal Literacies and Adolescent Motivation and Reading 

In a quasi-experimental mixed methods study by Long and Szabo (2016), the researchers questioned the effects of e-readers on fifth grade students’ reading motivation, attitude and comprehension.  The fifth grade participants were exposed to the use of e-readers in their guided reading instruction.  With the results of their Gates-MacGinite Reading Tests, Motivation to Read Profiles, and Elementary Reading Attitude Surveys, it was concluded that the use of digital and multimodal literacies are beneficial to student’s reading development in that they will gain the skills necessary to be successful in our technologically advancing society (pg. 9).  It was also found that digital texts themselves can be motivating for adolescent readers to engage in literacy practices that then increase their reading achievement (pg. 9).  It is also important to note that this is provided that the technology and devices work properly for the activity or instruction being implemented.  Frustrations with digital text devices can hinder engagement in reading, which then negatively affects readers’ motivation and comprehension.  

Another study by Mitchell (2015) explored the effects of digital texts on students’ reading behaviors during a summer independent reading initiative.  The study focused on a summer reading program made up of sixth grade readers.  In this program, the students were given Nooks, an e-reader, to access texts.  It is concluded in this study that technology helped to make literacy relevant to adolescent readers and to make connections with the text (pg. 86).  These factors support comprehension reading development in adolescent readers.  Mitchell also mentions the accessibility functions of the e-readers to support readers comprehension of text, such as dictionaries, annotation tools, and customization features (pg.87).  One important finding of the study was that more students preferred the digital texts over the traditional texts.  This preference was for the features and the convenience of access to texts (pg. 79).  This is important to understand the student’s attitudes and motivations for wanting to engage in reading activities.  The author also mentions the importance of educator understanding of digital tools and the potential for distractibility (pg. 87).  Distractions in digital texts can lead to fragmented reading and restricts reader comprehension.  

These studies focused on the impacts of digital tools in reading instruction.  Both studies mention the constraints of technology such as the tools and devices working properly and the distractibility that can occur with digital and online reading.  However, adolescent students were seen to be motivated to engage in reading behaviors when provided digital texts.  This engagement in reading supports their understanding and comprehension of texts and can potentially positively impact reading behaviors outside of the classroom as well. 

   

Hinchman, K.A., & Sheridan-Thomas, H.K., (2014).  Best Practices in Adolescent Literacy Instruction, Second Edition.  The Guilford Press. 

Long, D., & Szabo, S. (2016). E-Readers and the Effects on Students’ Reading Motivation, Attitude and Comprehension during Guided Reading. Cogent Education, 3(1).

Mitchell, C. C. (2016). Learning from Rising Sixth Grade Readers: How Nooks Shaped Students’ Reading Behaviors during a Summer Independent Reading Initiative. Literacy Research and Instruction, 55(1), 67–90.