2016/08/01 by Anne Mangen · 2 citations
Computer Science · Neuroscience · Social Sciences · #Education and Technology Integration #Interactive and Immersive Displays #Tactile and Sensory Interactions
paper · doi:10.1111/edth.12183
openalex publication_date 2016/08/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/21
Abstract Reading and writing are increasingly performed with digital, screen‐based technologies rather than with analogue technologies such as paper and pen(cil). The current digitization is an occasion to “unpack,” theoretically and conceptually, what is entailed in reading and writing as embodied, multisensory processes involving audiovisual and ergonomic interaction with devices having particular affordances. Highlighting the sensorimotor contingencies of substrates and technologies — how movement and object manipulation affect perception, experience, and sensory “feel” — this article presents an embodied approach to reading, writing, and literacy, using three cases of digitization as illustrations of some educational implications: (1) beginning writing by hand or by keyboard; (2) dialogic reading with iPads and print picture books in kindergarten; and (3) deep reading of long, linear texts on paper and on screens.