Description
Book SynopsisCapture the hearts, minds, and attention of your digital-age listeners using read-aloud experiences that engage technology.I wish my learners would be as excited about reading as they are about technology is a lament frequently sung by those who seek to support reading development. There is no debate that reading is fundamental and that reading aloud strongly supports lifelong reading engagement. Technology, however, is ubiquitous in our society, and engagement with it is essential for our success. Reading and technology are therefore in competition for learners'' attention, but by combining reading and technology through use of read-aloud, facilitators can create engaging digital read-aloud programs to enhance the learning experience. Digital read-aloud can be used with multiple age groups, in a variety of settings, and with differing degrees of expense and technology complexity. Understanding that these myriad options can be overwhelming, however, Andrea Paganelli offers detai
Trade ReviewThis book represents a valuable self-education opportunity for any programming librarian, regardless of specialty. It even provides sample program-ready storytime plans. Despite its tech focus, much of this book's advice for tailoring storytimes to specific audiences could apply to a traditional, nondigital storytime. All in all, a strong choice for a brand-new children's librarian or LIS student. * American Libraries *
Table of ContentsAcknowledgments Introduction
Part One Digital Read-Aloud: Creating the Experience
Chapter 1Reading Aloud: A Brief History and the Issues and Importance of Technology Inclusion Reading Aloud: A Brief History Reading Aloud Rocks the Ages! Issues Related to Reading Aloud with Technology The Importance of Technology Inclusion in Read-Aloud Conclusion
Chapter 2Knowing Your Audience Is Key to Planning for Digital Read-Aloud Using Technology-Infused Digital Read-Aloud to Augment Engagement Digital Read-Aloud Can Be Used to Promote Lifelong Learning in Varied Ages and Demographics Digital Read-Aloud Can Be Used One-on-One, in Small Groups, or for Many Digital Read-Aloud Can Be Cross-Curricular and Embrace Any Subject Conclusion
Chapter 3Planning for a Digital Read-Aloud Digital Resource Type Categories Available for Digital Read-Aloud Transmedia Resource Selection Process for Digital Read-Aloud Preparing to Present a Digital Read-Aloud Planning for Cross-Curricular Digital Read-Aloud Developing a Schedule for Cross-Curricular Digital Read-Aloud Conclusion
Chapter 4Implementation of the Digital Read-Aloud Manage the Technology in Your Environment during the Digital Read-Aloud Managing the Participants during the Digital Read-Aloud Delivery of the Digital Read-Aloud Conclusion
Chapter 5Reflection on the Digital Read-Aloud Examine the Digital Read-Aloud Experience and Methods of Improvement for Participants Examine the Digital Read-Aloud Experience and Methods of Improvement of Delivery Keep the Digital Read-Aloud Technology Experience Relevant through Continual Evaluation Conclusion
Part Two Examples of Digital Read-Aloud Experiences
Chapter 6Language Arts Pre-K Elementary School Middle School High School Lifelong Learner Conclusion
Chapter 7Math Pre-K Elementary School Middle School High School Lifelong Learner Conclusion
Chapter 8Science Pre-K Elementary School Middle School High School Lifelong Learner Conclusion
Chapter 9History/Social Studies Pre-K Elementary School Middle School High School Lifelong Learner Conclusion
Chapter 10Visual Performing Arts Pre-K Elementary School Middle School High School Lifelong Learner Conclusion Conclusion Glossary Works Cited Further Reading Index
