Abstract
In the school, pupils increasingly encounter digital texts through digital learning resources. The engagement with digital text occurs under different conditions than with analog text, and several studies have indicated that comprehension faces challenges when reading in digital learning resources. However, there is limited understanding of the specific characteristics of students' digital reading practices. In this study, we investigate the traits of students' reading practices in L1 education in the fifth grade using digital subject portals. Reading practices are observed through classroom observations and the utilization of screen recordings of three students' screens in a small exploratory ethnographic study. Through analyses of field notes, video recordings, and screen recordings, we gain insights into selected students' realized reading practices—both the digital texts they engage with and how they approach reading. We observe that the teacher closely follows the learning resource, making it a focal point of the instruction. Simultaneously, students appear to engage with different texts on their screens, and their reading seems influenced by individualization. We interpret students' reading behavior as strategic when quickly searching through the text and copying and pasting answers into the learning resource's task fields. We conclude that there is a need for understanding how these observed actions are connected to value attributions: What does it mean to be a proficient reader in a classroom where the learning resource is a digital subject portal?
Published Version
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