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InSITE 2015: Informing Science + IT Education Conferences
Tampa, Florida, USA
July 1 – July 5,  2015

Kids looking tablets, copyright 2013, Glenn Gordon Smith, & IMapBook LLC

Multimedia Books & Digital Literacy Track


We are actively seeking submissions on the topic of Multimedia Books for a special track at the 2014 InSITE conference.  Information on the conference and how to submit are available at http://InSITE.nu and http://insite.nu/submitpaper   Full papers are preferred.

We are also seeking reviewers for this track (more details below). Productive reviewers receive, on April, 2014, a certificate of appreciation, suitable for framing, as well as a discount of $50 off the conference registration fee.

As digital texts, such as in tablet computers, eBooks, multimedia books and other web-based reading interventions become popular, they provide potential for computer game-like interaction in books to improve comprehension.

This is part of a larger trend of digital literacy. Emerging media and technologies are creating a seismic cultural and technological shift in teaching and learning. Reading is no longer just reading hardcopy print, but also, for instance, “reading” web-pages, which includes evaluating the source and veracity of information and synthesizing across web-pages.

This is also part of a trend of converging media, where for instance, movies, music, photos, and game interaction are combined in media in new and novel ways.

Because of the potential to use basic technical skills to customizing media and be both producer and consumer (e.g., customizing game levels, blogging, creating web pages, etc.), some even say that programming is the new literacy.

Youth today are moving away from traditional print forms. Across western, industrialized nations, children’s recreational reading is declining (OECD, 2011). Children lacking basic comprehension skills tend to engage in less recreational reading (Biancarosa & Snow, 2004). Since exposure to print is a vital factor in reading skills and academic success (Mol & Bus, 2011), this constitutes a literacy crisis because a lot of specific knowledge can only be mined from books. For instance, if you want to be a mover and shaker in our society, like a lawyer, scientist, engineer, you must read books.

Computer games with digital texts have potential to motivate children to read. More broadly, digitally enhanced books can be designed to help students learn to read, improve comprehension and provide stealth assessments of comprehension.

Digitally enhanced books go by a plethora of synonyms such as multimedia eBooks, interactive books, enhanced e-Books, multimedia books, books with computer games, eBooks with interaction, digital picture storybooks, interactive video books, and web-based reading inventions. We are interested in papers and presentations about all of these.

We seek papers relating to: (1) multimedia books, (2) digital literacy, (3) convergence of media, & (4) all of these as they relate to education

Paper submissions, important details:

When are submitting your paper, under in Research Topic-Specific, please select: (1) Media and Information Literacy and/or (2) Multimedia Books

Reviewers for the track, important details:

New reviewers need to sign up at http://Volunteer.Informingscience.org and select as their TOPICS of expertise the two topics: (1) Media and Information Literacy and (2) Multimedia Books.


Biancarosa, G., & Snow, C. E. (2004). Reading next: A vision for action and research in middle and high school literacy. Washington, DC: Alliance for Excellent Education.

 Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267-296. doi: 10.1037/a0021890

 OECD (2011). Do Students Today Read for Pleasure? PISA in Focus. No. 8, OECD Publishing http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED526809

 For more information, contact Track Chair Glenn Smith

Instructional Technology Program, Dept. of Secondary Education, University of South Florida

[email protected], +1 813 974 7922