E-reading and e-responding: New tools for the next generation of readers

Contemporary transformations in digital technologies have prompted a reassessment of what literacy means; hence, the definition of what constitutes “text” is rapidly changing (Kress, 2003). Traditionally, text has been perceived as written messages and symbols in the forms of books, magazines, and newspapers. Today, text is recognized as much more than written words or images.

Evans (2005) described a text as a unit of communication that may take the form of something written down but also a chunk of discourse, for example speech, a conversation, a radio program, a TV advert, text messaging, a photo in a newspaper, and so on. (p. 8)

As teachers and researchers consider the need to expand the definition of text, we should remember that today’s readers are immersed in multimodal experiences and, consequently, have a keen awareness of the possibility of combining modes and media to receive and communicate messages. This awarenes  results in an urgent need for teachers and researchers to address the discrepancy between the types of literacy experiences students encounter at school (paper, pencil, and print texts), and those they practice in their daily lives outside the school environment (Web 2.0). One way to bridge such incongruity is to expand the types of texts students are exposed to and engaged with at school by turning attention to electronic books, or e-books.