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This qualitative action research project follows a case study format as a means of studying the effect of explicit student and teacher training in specific reading strategies designed for reading with e-texts. Teachers in the current study were trained in an instructional approach that took full advantage of e-text features, which complemented, and did not supplant, their existing literacy instructional methods. Results indicate that students exhibited an enhanced form of agency, consistently seeing new approaches in taking advantage of the e-text features, and regularly taking steps to independently enhance their literacy learning and share it with peers. Interviews with teachers and students indicated a discernable increase in access when using e-texts. There was an increased desire to use the e-texts in an engaged and sustained manner in the current study. The authors share strategic and tangible instructional approaches. Further, they address particular focus on participants' growing agency, access via critical literacy, and ways to sustain increased motivation and engagement. |
