Abstract

While reading research often collapses or creates a binary between print and digital reading, this article argues that this approach ignores the overlap between the reading strategies we use when reading both print and digital texts. Using a genre-based approach to digital reading, this article proposes that greater attention to students’ reading practices and to the genres (including conventions and contexts) students read will help them become more purposeful readers in our classrooms.

pdf

Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 125-136
Launched on MUSE
2015-11-13
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.