annotated bibliography


Moller,J.K. &amp Ferguson, L. (2015). Apps in literature-based classroominstruction: Integrating reading and response through traditional anddigital media. Journalof Children’s literature, 41(1),44-60.

Thepaper’s main topic is the integration of traditional and digitalmedia in teaching literature to children. According to the studyconducted by the author, children show a significant level ofincreased interest in learning when using various applications likeKidblog, Education and Audiobook (Moller &amp Ferguson, 2015). Uingapplication to lieterature in children in early childhood improvestheir reading and comprehension capacities. This paper will analyzethe study conducted by Moller and Ferguson on a clss that usesvarious digital applications to support this statement.

Thetopic makes several arguments that contribute to the development ofits central idea.: First, the authors argue that the use of theappropriate applications creates a platform of integrated learningwhereby parents and other stakeholders can contribute to thechildren’s ideas. For example, when using Kidblog, children posttheir thoughts about a book they have read, and parents can commenton the blog (Moller &amp Ferguson, 2015). It motivates children tocontinue reading and sharing their ideas. It also gives the teacher achance to instigate a challenge to learners to read deeply and try tounderstand events in their book of choice. Secondly, that paperargues that talking about books is imperative in a literature-focusedclassroom. When blogs are added to the learning, a homeschoolliteracy connection involves parents who take part in makingresponses to their children’s work.

Thepaper takes a descriptive approach to present its ideas. The authorpurposively selected Lisa’s class a representative sample of themany schools possibly due to reason that it was already using thedifferent applications. The paper also uses the responses thatstudents give and the one given by parents and the teacher to assesswhether the apps add any significant value to teaching and learningliterature. It also borrows ideas from other researchers with aninterest in the same field. For example, in discussing the variouschallenges that emerge with the introduction of an application inlearning literature, they borrow ideas from Warschauer, a renownprofessor of education nd informatics at the university ofCarlifornia who, in his work dubbed “ATeachers Place in the Digutal Divide,”identified various difficulties that teaches face when introducingtechnologuy in learning. The authors borrow from this work to present the three most common difficulties, including workability,complexity and performativity. (Moller &amp Ferguson, 2015).

Thearticle makes a point that children best learn literature throughlistening and talking. The availability of books in class is notenough and children should be provided with audio books. According tothe author, audio books help children to appreciate the diversity ofliterature since the teacher can upload many books in the blogs.Also, most of the applications can be found on the internet free ofcharge. Also, the paper makes the point that customized technology isfully applicable in learning literature and it raises children’sinterest to read and share their acquired knowledge. However, theauthor makes the point that this form of technology cannot havedesirable results in schools with unequal access to technology.

Generally,this paper is about integrating literature with the dynamicenvironment dominated by technology. Various applications such asAudioboom help children to listen to audio books, and they can recordthemselves and listen to others. Others include the Kidblog wherechildren share what they read with others. They can also use theEducreation to import images and pictures from the internet (Moller &ampFerguson, 2015). The paper’s primary focus is a class that alreadyuses the three applications with favorable outcomes. The paperrecommends these applications since they ease children’s learningand raises their interest in literature. It also identifies variouschallenges threat educators might face including complex application,poor performance of the application and workability of the apps.However, the right implementation of age appropriate applications canlead to high performance in writing and reading literature.

Thevalidity of the author’s work is ascertained from the results ofthe students’ reading capability after using the applications.Their improved interests in reading as well as continued blogging aresome of the desirable measurable results of introducing theapplication in the literature. The work contributes to my researchquestion whereby I am trying to find out if the use of Edutainment iseffective in developing students’ comprehensive learning. Accordingto the authors, the introduction of technology in literature triggersinterest and this improves children’s reading ability. Theirfindings provide an answer to my inquiry since the application underquestion serves both entertainment and learning interest. It will,therefore, spur interest and in the process build students’comprehension.


Moller,J.K. &amp Ferguson, L. (2015). Apps in literature-based classroominstruction: Integrating reading and response through traditional anddigital media. Journalof Children’s literature, 41(1),44-60.