“Nobody Really Does the Reading”: Rethinking Reading Accountability Using Technology Tools

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Author(s): Chelsey M. Bahlmann Bollinger (James Madison University, USA), Sarah M. Lupo (James Madison University, USA)and Brian A. Sullivan (James Madison University, USA)
Copyright: 2020
Pages: 23
Source title: Handbook of Research on Integrating Digital Technology With Literacy Pedagogies
Source Author(s)/Editor(s): Pamela M. Sullivan (James Madison University, USA), Jessica L. Lantz (James Madison University, USA)and Brian A. Sullivan (James Madison University, USA)
DOI: 10.4018/978-1-7998-0246-4.ch019

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

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Abstract

Although quizzes and written summaries are more traditional ways to hold students accountable for reading, more than two thirds of college students report not completing assigned readings, references show. In this mixed-methods study, the researchers explored whether various technology strategies motivated undergraduate literacy education students to not only read, but also learn from these assigned texts. Collecting survey data from our literacy preparation courses, the authors examined how the students perceived these strategies.

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“Nobody Really Does the Reading”: Rethinking Reading Accountability Using Technology Tools

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