This study explored parental perceptions of the influence of digital media and technology on children’s home reading habits, the routines and repeated activities related to reading that occur within the homes of six families located in a mixed rural/urban area of Northern Utah. Data gathered showed how parent’s childhood experiences influenced the creation of rules, spatial arrangements, routines, and family identity. Comparisons were made to Bronfenbrenner’s ecological systems model, specifically in the areas of dyads, N + 2 systems, microsystems, molar activities, settings, roles, and transitions. Findings showed parents have concerns about how to best foster reading at home within a society inundated by technology and digital media. Recommendations are given for schools to consider and leverage roles played by parents in development of reading and literacy skills at home and how technology and digital media can support those skills.
| Identifer | oai:union.ndltd.org:UTAHS/oai:digitalcommons.usu.edu:etd-3164 |
| Date | 01 May 2014 |
| Creators | Johnson, Kurt W. |
| Publisher | DigitalCommons@USU |
| Source Sets | Utah State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | All Graduate Theses and Dissertations |
| Rights | Copyright for this work is held by the author. Transmission or reproduction of materials protected by copyright beyond that allowed by fair use requires the written permission of the copyright owners. Works not in the public domain cannot be commercially exploited without permission of the copyright owner. Responsibility for any use rests exclusively with the user. For more information contact Andrew Wesolek (andrew.wesolek@usu.edu). |
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