CRITERIA OF DIGITAL BOOK DEVELOPMENT FOR PRIMARY STUDENTS IN VIETNAM
Main Article Content
Abstract
The study aims to suggest new criteria for quality digital books as a guide for publishing and selecting eBooks for primary students. The study uses qualitative research methods to analyze the current different sets of criteria for children’s ebooks from a variety of theories and the currently published ebook platforms. The study develops a new framework of standards of digital book collection supporting primary students’ reading literacy. The study helps the selection and publishing of quality ebooks to prepare the digital reading resources to meet the needs of primary education in the digital transformation.
Keywords
ebooks, publishing criteria, primary students, selecting criteria, Vietnam
Article Details
References
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PRILS (2021). 21st-century readers: Developing literacy skills in a digital world. OECD.
Reneisan, S. (2016). New Literacies and Teacher Agency. In The Digital Literacy and Multimodal Practices of Young Children: Engaging with Emergent Research. Proceding of the first Training School of COST Action, University of Minho, Braga, Portugal, 6-8th June, 2016.
Roni, S. M., & Merga, M. K. (2019). The influence of extrinsic and intrinsic variables on children’s reading frequency and attitudes: An exploration using an artificial neural network. Australian Journal of Education, 63(3), 270-291. https://doi.org/10.1177/0004944119880621journals.sagepub.com/home/aed
Spjeldnes, K., & Karlsen, F. (2020). How digital devices transform literary reading: The impact of e-books, audiobooks and online life on reading habits. New Media. https://doi.org/10.1177/1461444822112616
Taylor, L. (2019). The advantages and disadvantages of digital books to children’s emergent literacy. Doctoral Programme in Educational Psychology. University of Southampton.
Tran, T. T. V. (2018). Xuat ban dien tu - nhan to tao nen su thay doi trong hoat dong thu vien [E-publishing – the factor creates the library activities]. Vietnam Library Journal, (6), 23-29.
UNESCO. (2004). The Plurality of literacy and its implications for policies and programmes: position paper. The Plurality of literacy and its implications for policies and programmes: position paper - UNESCO Digital Library.
UNESCO. (2014). Textbooks and Learning Resources: A Global Framework for Policy Development. UNESCO Digital Library.
Walker, S. (2018). Designing digital texts for beginner readers: performance, practice and process. In: Barzillai, M., Thomson, J. M., Schroeder, S. and Broek, P. W. v. d. (eds.). Learning to read in a digital world. Studies in written language and literacy (17) (pp. 31-56). John Benjamins, Amsterdam. https://doi.org/10.1075/swll.17.02wal
World Economic Forum. (2020). Schools of the Future Defining New Models of Education for the Fourth Industrial Revolution: Platform for Shaping the Future of the New Economy and Society. http://www3.weforum.org/docs/WEF_Schools_of_the_Future_Report_2019.pdf
Barber, A. T. & Klauda, S. L. (2020). How Reading Motivation and Engagement Enable Reading Achievement: Policy Implications. SAGE Journal, 7(1), 27-34. https://doi.org/10.1177/23727322198933
Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Canadian Journal of Learning and Technology, 38(2),
1-26. https://doi.org/10.21432/T2NK5N
Clark, C., & Picton, I. (2019). Children, young people and digital reading. National Literacy Trust.
Dien Bao (2023). Chien luoc kinh doanh sach so hien nay [Business strategies of the current e-book publishing]. Information Communication Technology Journal. https://ictvietnam.vn/chien-luoc-kinh-doanh-sach-so-hien-nay-57062.html
Dai Son. (2022). Chuong trinh Sach quoc gia - Yeu to then chot cua phat trien van hoa [National Book Planning – the key factor of cultural development]. Information Communication Technology Journal. https://ictvietnam.vn/chuong-trinh-sach-quoc-gia-yeu-to-then-chot-cua-phat-trien-van-hoa-21072.html
Dinh, T. D., & Nguyen, T. T. (2022). Thu vien truong pho thong Viet Nam trong boi canh chuyen doi so va doi moi chuong trinh, sach giao khoa [School libraries in the trends of digital transformation, the innovated curriculum and new textbooks]. Ministerial-level scientific research project: B2022-VKG-12.
DoE of Dong Nai. (2023). Internal report on the training on develpoing digital information resources for students. July 2023.
Frederico, A. (2017). Digital literature for children: texts, readers, and educational practices. https://doi.org/10.1080/20004508.2017.1285551
Furenes, M.I., Kucirkova, N., & Bus, A. G. (2021). A Comparison of Children’s Reading on Paper Versus Screen: A Meta-Analysis. Review of Educational Research, XX(X), 1-35. https://doi.org/10.3102/0034654321998074
Ha, D. B. (2022). Chien luoc chuyen doi so trong thu vien truong pho thong [Strategies of digital transformation in school libraries]. Training document improve knowledge and skills for digital transformation in the library industry. The Department of Library, june 29-30.
Kathleen, B., & Newman, B. S. (2014). Best Practices in Reading: A 21st Century Skill Update. The Reading Teacher, 67(7), 507-511. https://doi.org/10.1002/trtr.1248
Kim, J. E., & Hassinger-Das, B. (2019). Reading in the Digital Age: Young Children’s Experiences with E-books: International Studies with E-books in Diverse Contexts. Springer.
Kucirkova, N., & Littleton, K. (2016). The digital reading habits of children: A National survey of parents’ perceptions of and practices in relation to children’s reading for pleasure with print and digital books, Book Trust. http://www.booktrust.org.uk/news-andblogs/news/1371
Landoni, M. (2020). KidRec – What does good look like; from design, research, and practice to policy. ACM SIGIR Forum, 54(2). https://www.academia.edu/68816477/KidRec_What_does_Good_Look_Like_From_Design_Research_and_Practice_to_Policy
Lopez-Escribano, C., Valverde-Montesino, S., & Veronica Garcia-Ortega (2021). The Impact of E-Book Reading on Young Children’s Emergent Literacy Skills: An Analytical Review. International Journal Environment Resources Public Health, 18(12), 6510. https://doi.org/10.3390/ijerph18126510
Mardis, M. A. (2019). The Collection Program in Schools (pp. 100-104). Libraries Unlimited.
Merga, M. K. (2022). School libraries supporting Literacy and Wellbeing (p.33-56). CILIP. https://doi.org/10.29085/9781783305865
MOET. (2022). Thong tu so 16/2022/TT-BGDDT ngay 22 thang 11 nam 2022 ban hanh quy dinh tieu chuan thu vien truong mam non, tieu hoc, trung hoc co so [Circular No. 16/2022/TT-BGDDT dated November 22, 2022 on promulgation of regulations on standards for libraries of preschools and primary and secondary schools].
Mustadi, A., & Amri, F. (2020). Factors Affecting Reading Interest of Elementary School Students. Advances in Social Science, Education and Humanities Research. Proceedings of the 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). https://doi.org/10.2991/assehr.k.201221.004
Nguyen, S., & Chi Hung (2020). Cach day hoc hien nay khong khuyen khich tre doc sach [The current teaching methods did not encourage students to read]. https://zingnews.vn/cach-day-hoc-hien-nay-khong-khuyen-khich-tre-doc-sach-post1095002.html
Ozturk, B. K. (2021). Digital Reading and the Concept of E-book: Metaphorical Analysis of Preservice Teachers’ Perceptions Regarding the Concept of E-book. SAGE Open. https://doi.org/10.1177/21582440211016841
PRILS (2021). 21st-century readers: Developing literacy skills in a digital world. OECD.
Reneisan, S. (2016). New Literacies and Teacher Agency. In The Digital Literacy and Multimodal Practices of Young Children: Engaging with Emergent Research. Proceding of the first Training School of COST Action, University of Minho, Braga, Portugal, 6-8th June, 2016.
Roni, S. M., & Merga, M. K. (2019). The influence of extrinsic and intrinsic variables on children’s reading frequency and attitudes: An exploration using an artificial neural network. Australian Journal of Education, 63(3), 270-291. https://doi.org/10.1177/0004944119880621journals.sagepub.com/home/aed
Spjeldnes, K., & Karlsen, F. (2020). How digital devices transform literary reading: The impact of e-books, audiobooks and online life on reading habits. New Media. https://doi.org/10.1177/1461444822112616
Taylor, L. (2019). The advantages and disadvantages of digital books to children’s emergent literacy. Doctoral Programme in Educational Psychology. University of Southampton.
Tran, T. T. V. (2018). Xuat ban dien tu - nhan to tao nen su thay doi trong hoat dong thu vien [E-publishing – the factor creates the library activities]. Vietnam Library Journal, (6), 23-29.
UNESCO. (2004). The Plurality of literacy and its implications for policies and programmes: position paper. The Plurality of literacy and its implications for policies and programmes: position paper - UNESCO Digital Library.
UNESCO. (2014). Textbooks and Learning Resources: A Global Framework for Policy Development. UNESCO Digital Library.
Walker, S. (2018). Designing digital texts for beginner readers: performance, practice and process. In: Barzillai, M., Thomson, J. M., Schroeder, S. and Broek, P. W. v. d. (eds.). Learning to read in a digital world. Studies in written language and literacy (17) (pp. 31-56). John Benjamins, Amsterdam. https://doi.org/10.1075/swll.17.02wal
World Economic Forum. (2020). Schools of the Future Defining New Models of Education for the Fourth Industrial Revolution: Platform for Shaping the Future of the New Economy and Society. http://www3.weforum.org/docs/WEF_Schools_of_the_Future_Report_2019.pdf