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Reading Matters

Technology Matters

CLICK HERE TO RETURN TO TABLE OF CONTENTS

Reading Matters | Volume 16 • Winter 2016 |

scira.org

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59

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Lenhart, A., Madden, M., Smith, A., Purcell, K., Zickuhr, K., & Rainie, L. (2011).

Teens, kindness and cruelty on social network sites.

Retrieved from http://www.

pewinternet.org/files/old-media//Files/Reports/2011/PIP_Teens_Kindness_

Cruelty_SNS_Report_Nov_2011_FINAL_110711.pdf

Li, J., Snow, C., Jiang, J., & Edwards, N. (2015). Technology use and self-perceptions

of English language skills among urban adolescents.

Computer Assisted Language

Learning, 28

(5), 450-478. doi:10.1080/09588221.2014.881387

Lin, L. (2013). Multiple dimensions of multitasking phenomenon.

International

Journal of Technology and Human Interaction, 9

(1), 37-49. doi:10.4018/

jthi.2013010103

Mao, J. (2014). Social media for learning: A mixed methods study on high school

students’technology affordances and perspectives.

Computers in Human Behavior,

33

, 213-223. doi:10.1016/j.chb.2014.01.002

Marwick, A. E., & Boyd, D. (2014). Networked privacy: How teenagers

negotiate context in social media.

New Media & Society, 16

(7), 1051-1067.

doi:10.1177/1461444814543995

Myers, J. (2014). Digital conversations: Taking reader response into the 21st

century.

English in Texas, 44

(1), 59-65. Retrieved from

http://www.tctela.org/

english-in-texas/

National Council of Teachers of English. (2013).

The NCTE definition of

21st century literacies.

Retrieved from

http://www.ncte.org/positions/

statements/21stcentdefinition

O’Byrne, W. I. (2014). Empowering learners in the reader/writer nature of the

digital informational space.

Journal of Adolescent & Adult Literacy, 58

(2), 102-104.

doi: 10.1002/jaal.337

Omerbaišić, D. (2015). Literacy as a translocal practice.

Journal of Adolescent &

Adult Literacy, 58

(6), 472-481. doi:10.1002/jaal.389

Pea, R., Nass, C., Meheula, L., Rance, M., Kumar, A., Bamford, H., & ... Zhou, M.

(2012). Media use, face-to-face communication, media multitasking, and social

well-being among 8- to 12-year-old girls.

Developmental Psychology, 48

(2), 327-

336. doi:10.1037/a0027030

Pini, M., Musanti, S. I., & Pargman, T. C. (2014). Youth digital cultural consumption

and education.

Designs for Learning, 7

(2), 58-79. doi:10.2478/dfl-2014-0063

Rideout, V. J., Foehr, U. G., & Roberts, D. F. (2010).

Generation M2: Media in the lives

of 8- to 18-year olds

(Kaiser Family Foundation Report No. 8010). Retrieved from

https://kaiserfamilyfoundation.files.wordpress.com/2013/04/8010.pdf

Rosen, L. D., Carrier, L. M., & Cheever, N. A. (2013). Facebook and texting made

me do it: Media-induced task-switching while studying.

Computers in Human

Behavior, 29

(3), 948-958. doi:10.1016/j.chb.2012.12.001

Rothbart, M. K., & Posner, M. I. (2015). The developing brain in a multitasking

world.

Developmental Review, 35

, 42-63. doi:10.1016/j.dr.2014.12.006

Rust, J. (2015). Students’playful tactics.

Journal of Adolescent & Adult Literacy,

58

(6), 492-503. doi:10.1002/jaal.390

Author. (2014). AUTHOR.

The New Mexico Journal of Reading, 34

(3), 15-20.

Siklos, S., & Kerns, K. A. (2004). Assessing multitasking in children with ADHD

using a modified Six Elements Test.

Archives of Clinical Neuropsychology, 19

(3),

347-361. doi:10.1016/S0887-6177(03)00071-4

Stone, L. (n.d.). Continuous partial attention: What is continuous partial attention?

[Web log post]. Retrieved from

http://lindastone.net/qa/continuous-partial-

attention/

Székely, L. (2015). The typology of multitasking activity.

European Journal of

Communication, 30

(2), 209-225.

Voorveld, H. M., & van der Goot, M. (2013). Age differences in media multitasking:

A diary study.

Journal of Broadcasting & Electronic Media, 57

(3), 392-408. doi:10.10

80/08838151.2013.816709

White, J. W., & Hungerford-Kresser, H. (2014). Character journaling through social

networks.

Journal of Adolescent & Adult Literacy, 57

(8), 642-654. doi:10.1002/

jaal.306

Wieth, M. B., & Burns, B. D. (2014). Rewarding multitasking: Negative effects of an

incentive on problem solving under divided attention.

Journal of Problem Solving,

7

(1), 60-72. doi:10.7771/1932-6246.1163

Laurie A. Sharp, Ed.D.

is the Dr. John G. O’Brien Distinguished

Chair in Education at West Texas A&M University in Canyon,

Texas. Laurie teaches undergraduate and graduate courses,

and she also works closely with area public school districts

to coordinate research efforts that identify best practices in

education. Prior to being a faculty member in higher education,

Laurie was an elementary and intermediate level classroom

teacher in Florida and Texas public schools. Laurie’s research

interests include literacy, educator preparation, and learner

engagement for all levels of learning. Laurie also serves as an active

member and leader within several community and professional

organizations. Laurie can be reached at

LSharp@wtamu.edu

.