Early Literacy Research Library (ELRL) - Article

The shared reading of digital storybooks with young children: Parents’ perspectives

Nicholas, M., & Paatsch, L. (2023). The shared reading of digital storybooks with young children: Parents’ perspectives. Research Papers in Education, 1-18.,

Access: FREE/Open Access

Publication year

2023

study description

Qualitative

core topic(s)

Early Literacy , Shared Reading

Population Characteristics

International , Toddler/Preschool

Exposures, Outcomes, Other

Parent Behaviors and Skills , Parent-Child Relationships/Interactions , Technology and Digital/Screen-Based Media

objectives

Our study investigated 22 Australian parents’ perspectives of their 2–3-year-old child’s experiences with digital devices and their views of reading digital storybooks to understand whether parents were cognisant of or engaged in practices that appeared to limit their child’s screen time, and whether parents noted any differences when shared reading printed and digital texts with their child

exposure

Child’s experiences with digital devices and digital story books

outcomes evaluated

Parents’ views and understandings, their mediation practices, and the media use recommendations highlighted in guidelines to parents. In particular, we sought to explore whether parents showed behaviours that appeared to (1) limit screen time for their children, (2) ensured supervised use of the digital when their young children engaged with digital technologies, and (3) whether parents noted any differences in practices between the shared reading of digital and printed storybooks

setting

Australia, from regional town in Western Victoria

methods

Participants were recruited via the dissemination of posters at the local library and on noticeboards at the researchers’ university. Inclusion criteria included parents of two- or three-year-old children who routinely read to their child and were willing to read digital and printed texts with their child during data collection. Following each shared book reading experience, two with printed and two with digital texts, and later, within two months of the fourth shared reading experience, parents were invited to participate in semi-structured interviews (5 interviews each). Two data collection tools were used in the reporting of results for this paper: (1) a questionnaire; and (2) semi-structured interviews. Interviews were video recorded and transcribed verbatim for later analysis

sample size

N=22 parents

measures

– Questionnaire: (1) parents’ demographic details including their age, place of birth, highest level of qualification, occupation, and language/s spoken at home; (2) child’s age, gender, and place of birth; (3) parents’ familiarity with the study’s shared reading texts; and (4) the frequency with which parents read printed and digital texts with their child
– Semi-structured interviews: The main aims of these interviews were to explore parents’ lived experiences of the shared reading of printed and digital texts, their children’s use of digital technologies, and their thoughts on the ways in which printed and digital texts should be read with their child.

results

Results showed that many parents (1) limit screen time and therefore do not engage in shared digital text reading, consigning children’s screen time to unsupervised use; and (2) were aware that the reading of digital texts often is, and at times should differ to the reading of printed texts

conclusions

These findings suggest that advising parents to limit screen time may result in parents avoiding the use of digital texts when shared reading with their child. Furthermore, recommending that parents read digital texts as they would printed texts may encourage parents to have unrealistic and/or frustrating expectations.

limitations

Not stated

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