Previous studies have demonstrated children high inclination with technology has drifted them apart from reading as well as physically visiting library. Therefore this study is conducted to converge technology and literacy as a synergy towards understanding children techno-literacy particularly with e-book intervention to inform about e-book design that children would want to engage with. This study reports auddescriptive study of young children engagement with e-books conducted in preschool classrooms. It focuses on landscaping a methodical framework for observing childrenudengagement with e-books in different formats. Videotaped observation is employed to investigate children interaction and engagement with-books from classroom samples (n=18 children). A framework of children engagement with e-books was derived using qualitative systematic procedures. The framework consists of three categories (multisensory behaviors, communication and emotion) and eight main behavior of children engagement with e-books. The framework is then compared between two different types of e-books (interactive e-storybooks and educational e-books) to obtainuddescriptive observation of children engagement. Behavior regulation levels and its possible influences on children engagement with e-books are also explored. This is audpreliminary phase of a bigger study to investigate techno-literacy of young children to theoretically inform and enhance children e-books design. The findings of this studyudwould further provide insights on how children library services would be redesign to inculcate a growing society who is technology savvy.
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