Transition to Digital Reading in Various Age Groups

Table of Content

ACKNOWLEDGEMENTiii

DECLARATIONiv

ABSTRACTv

CHAPTER ONE: INTRODUCTION6

1.1Context of the Research6

1.2Rationale6

1.3Research Design6

1.4Key words6

CHAPTER TWO: LITERATURE REVIEW7

CHAPTER THREE: METHODOLOGY9

3.1Research Instrument9

3.2Research Technique: Qualitative or Quantitative9

3.3Data Collection9

REFERENCES10

ACKNOWLEDGEMENT

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

DECLARATION

I, (Your name), would like to declare that all contents included in this thesis proposal stands for my individual work without any aid, & this thesis proposal has not been previously submitted for any examination at academic or professional level. It is also representing my very own views & is not essentially associated with university.

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ABSTRACT

This paper is based on the concept of digital reading. Reading, like cultural event, is dynamic and has not always been the same. The twentieth century, especially since the second half, there were many profound changes due to the emergence and consolidation of new communication technologies and information. The transition in terms of writing and reading represented a truly revolutionary change. The printing and print culture, while recognizing the significant changes also assumed, have failed to have the characteristics that does mean the transition to digital literacy. Its focus lies in determining the transition to digital reading of various age groups in the United Kingdom.CHAPTER ONE: INTRODUCTION

The Internet has become increasingly central to our daily lives (Johnson, Levine, Smith, & Smythe, 2009), transforming the ways we access, use, and exchange information. To fully participate in a globally networked society, every student needs to develop strategies for locating, comprehending, and responding to text in ways that exploit the potentials of information and communication technologies (ICTs). Making sense of digital information requires skills and strategies that are complex, and in some cases unique, to online reading and writing contexts (Afflerbach & Cho, 2008; Coiro & Dobler, 2007). Thus, students' proficiencies in the new millennium cannot be determined solely on the basis of their literacy performance in non-digital contexts (Leu et al., 2005).

1.1Context of the Research

The context of this research is to explore the transition of language and studies to digital reading culture of various age groups in the United Kingdom. Technological advancement has changed the way of life for almost everyone. Every aspect of life is now greatly influenced by technological advancements and digital experiences. This study aims to explore the transition to digital reading of various age groups and as to how this change was brought about in the United Kingdom.

1.2Rationale

The digital reading is not the future. It is already present and as such is also of interest to various age groups. The passion of reading, irrespective of the medium, is the main concern of the study. The concept of digital reading has already been adopted and employed in various schools of the United Kingdom.

1.3Research Design

The research is dependent purely on secondary research and will use information from journals to come to a conclusion. The information regarding the implementation of digital reading and its transition over time will be collected from secondary ...