Insights from investigating early childhood ebooks on literacy, cognitive development, and social and emotional learning outcomes

Q1 Social Sciences

E-Learning Pub Date : 2022-06-25 DOI:10.1177/20427530221108538

M. Farber, W. Merchant

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引用次数: 1

Abstract

Researchers were invited to investigate the effectiveness of bibliotherapeutic electronic books, or ebooks, social and emotional learning (SEL) digital platform in afterschool sites in a large school district situated in the Rocky Mountain region of the United States. This study was not particular to the platform’s efficacy; instead, we sought to explore how bibliotherapeutic ebooks can boost literacy, cognition, and SEL skills in young children. Researchers used a quasi-experimental design with nonequivalent treatment/control groups. Groups were assigned at the site level with individual students as the unit of analysis. Student data on literacy, cognitive ability, and SEL outcomes were collected pre-treatment and post-treatment. The researchers found no significant change in the studied groups. Upon digging deeper into SEL outcomes, researchers uncovered an invisible problem: the school district’s state-mandated measurement suite did not neatly map or align to the constructs within the afterschool curriculum for SEL. Interpretations and implications, including how districts define and assess SEL, are included in the discussion.

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调查儿童早期电子书对读写能力、认知发展、社会和情感学习结果的影响

研究人员被邀请在位于美国洛矶山地区的一个大型学区的课后站点调查图书治疗电子书、社交和情感学习（SEL）数字平台的有效性。这项研究并不特别关注该平台的疗效；相反，我们试图探索书目治疗电子书如何提高幼儿的识字、认知和SEL技能。研究人员对非等效治疗组/对照组进行了准实验设计。分组是在现场级别分配的，以个别学生为分析单位。在治疗前和治疗后收集学生的识字、认知能力和SEL结果数据。研究人员发现，被研究组没有发生显著变化。在深入研究SEL的结果后，研究人员发现了一个无形的问题：学区规定的测量套件没有与SEL课后课程中的结构清晰地映射或对齐。讨论中包括了解释和含义，包括各地区如何定义和评估SEL。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

E-Learning Social Sciences-Education

CiteScore

6.20

自引率

0.00%

发文量

期刊介绍： E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learning to E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.