Collen -Part 11
Acknowledgements
This project would not have been possible without the mentorship and guidance of Karen Brown of the School of Library and Information Science at Dominican University. Additionally, Ann Carlson Weeks, director for Collection Research and Use of the ICDL at the Human-Computer Interaction Lab and professor of the practice in the College of Information Studies at the University of Maryland provided significant insight, feedback, and encouragement. Special thanks are extended to Ann Rose, who designs and manages the database that holds the books in the ICDL collection, for her expert and timely technical support. Finally, this project would never have happened without the support and inspiration of Allison Druin, project director of ICDL at the Human-Computer Interaction Lab and assistant professor in the College of Information Studies at the University of Maryland.
This paper is reprinted from Children and Libraries: The Journal of the Association for Library Service to Children, Winter 2006 (volume 4, number 3) with the kind permission of the American Library Association.
Notes
[1] The Digital and Traditional Storytimes Research Project was created by the author as an Independent Study project in Fall 2004, while in her final semester as a student in the Graduate School of Library and Information Science at Dominican University, River Forest, Illinois.
[2] These numbers are current as of 24 September 2006.
[3] Maria T. DeJong and Adriana G. Bus, "Quality of Book–Reading Matters for Emergent Readers: An Experiment with the Same Book in a Regular or Electronic Format," Journal of Educational Psychology 94, no. 1 (2002): 145-55.
[4] Christine M. Ricci and Carole R. Beal, "The Effect of Interactive Media on Children's Story Memory," Journal of Educational Psychology 94, no. 1 (2002): 138-44.
[5] William H. Teale, "Reading Aloud to Young Children As a Classroom Instructional Activity: Insights from Research and Practice," In: On Reading Books to Children: Parents and Teachers, Anne van Kleek, Steven A. Stahl, and Eurydice B. Bauer, eds. (Mahwah, N.J.: Lawrence Erlbaum, 2003), 133.
[6] Douglas H. Clements and Sudha Swaminanthan, "Technology and School Change: New Lamps for Old?" Childhood Education/span> 71, no. 5 (1995): 275-81.
[7] Lawrence R. Sipe, "How Picture Books Work: A Semiotically Framed Theory of Text-Picture Relationships," Children's Literature in Education 29, no. 2 (1998): 97.
[8] Eliza T. Dresang, Radical Change (New York: H.W. Wilson, 1999), 65 97.
[9] Denise E. Agosto, "One and Inseparable: Interdependent Storytelling in Picture Storybooks," Children’s Literature in Education 30, no. 4 (1999): 277.
[10] Bruce Perry, "Bruce Perry Discusses the Effects of Technology on the Brain," Scholastic Early Education Today 13, no. 6 (1999): 37.
[11] June Behrmann, "Digital Learning Materials Are Better than Books Printed on Paper: Electronic Materials Can Be Important for Students with Disabilities," Teaching Exceptional Children 34, no. 2 (2001): 87.
[12] National Association for the Education of Young Children (NAEYC), tant for Students with Disabilities, Technology and Young Children - Ages 3-8, a position statement of the NAEYC (Washington, D.C.: NAEYC, 1996), 3.
[13] Gloria Skurzynski, "It's a Wired World after All: Children, Books, and the Internet," Theory into Practice 38, no. 3 (1999): 183.
[14] Barbara Bader, American Picture Books from Noah's Ark to the Beast Within (New York: Macmillan, 1976), frontispiece.
[15] Seymour Papert, The Children's Machine (New York: Basic Books, 1993), 185.
[16] Skurzynski, "It’s a Wired World after All," 183.