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    Rights statement: © ACM, 2018. This is the author's version of the work. It is posted here by permission of ACM for your personal use. Not for redistribution. The definitive version was published in CHI '18 Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems http://doi.acm.org/10.1145/3173574.3173969

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How to design a digital storytelling authoring tool for developing pre-reading and pre-writing skills

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNConference contribution/Paperpeer-review

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How to design a digital storytelling authoring tool for developing pre-reading and pre-writing skills. / Rubegni, Elisa; Landoni, Monica.
CHI '18 Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems. New York: ACM, 2018. p. 10 395.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNConference contribution/Paperpeer-review

Harvard

Rubegni, E & Landoni, M 2018, How to design a digital storytelling authoring tool for developing pre-reading and pre-writing skills. in CHI '18 Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems., 395, ACM, New York, pp. 10. https://doi.org/10.1145/3173574.3173969

APA

Rubegni, E., & Landoni, M. (2018). How to design a digital storytelling authoring tool for developing pre-reading and pre-writing skills. In CHI '18 Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (pp. 10). Article 395 ACM. https://doi.org/10.1145/3173574.3173969

Vancouver

Rubegni E, Landoni M. How to design a digital storytelling authoring tool for developing pre-reading and pre-writing skills. In CHI '18 Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems. New York: ACM. 2018. p. 10. 395 doi: 10.1145/3173574.3173969

Author

Rubegni, Elisa ; Landoni, Monica. / How to design a digital storytelling authoring tool for developing pre-reading and pre-writing skills. CHI '18 Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems. New York : ACM, 2018. pp. 10

Bibtex

@inproceedings{eef71ee03d97483ba51f18d5ee8672f8,
title = "How to design a digital storytelling authoring tool for developing pre-reading and pre-writing skills",
abstract = "In the paper we describe an exploration into the design of an authoring tool to support the creation of multimedia stories. We explicitly targeted children with no reading or writing skills and their educators. Children in this age group often enjoy reading and creating stories together with adults and in so doing develop important pre-literacy skills. Literature suggests that when children play an active role in these activities, with a high level of engagement and interaction, there is a significant increase in their vocabulary acquisition and an improvement in their communication skills. Thus, we investigated these issues by conducting an explorative study in a pre-school class with fifteen children and three teachers. Here, we describe the emerging challenges and provide design directions for an authoring system to support the co-creation of stories for pre-literate children. {\textcopyright} 2018 Copyright is held by the owner/author(s).",
keywords = "Co-reading, Co-writing, Digital storytelling, Pre-school, Preliterate children, Human engineering, Teaching, Authoring systems, Authoring tool, Communication skills, Pre schools, Vocabulary acquisition, Writing skills, Human computer interaction",
author = "Elisa Rubegni and Monica Landoni",
note = "{\textcopyright} ACM, 2018. This is the author's version of the work. It is posted here by permission of ACM for your personal use. Not for redistribution. The definitive version was published in CHI '18 Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems http://doi.acm.org/10.1145/3173574.3173969 Author was employed at another UK HEI at the time of submission and was deposited at Lincoln University Repository, see link http://eprints.lincoln.ac.uk/30902/",
year = "2018",
month = apr,
day = "21",
doi = "10.1145/3173574.3173969",
language = "English",
isbn = "9781450356206",
pages = "10",
booktitle = "CHI '18 Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems",
publisher = "ACM",

}

RIS

TY - GEN

T1 - How to design a digital storytelling authoring tool for developing pre-reading and pre-writing skills

AU - Rubegni, Elisa

AU - Landoni, Monica

N1 - © ACM, 2018. This is the author's version of the work. It is posted here by permission of ACM for your personal use. Not for redistribution. The definitive version was published in CHI '18 Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems http://doi.acm.org/10.1145/3173574.3173969 Author was employed at another UK HEI at the time of submission and was deposited at Lincoln University Repository, see link http://eprints.lincoln.ac.uk/30902/

PY - 2018/4/21

Y1 - 2018/4/21

N2 - In the paper we describe an exploration into the design of an authoring tool to support the creation of multimedia stories. We explicitly targeted children with no reading or writing skills and their educators. Children in this age group often enjoy reading and creating stories together with adults and in so doing develop important pre-literacy skills. Literature suggests that when children play an active role in these activities, with a high level of engagement and interaction, there is a significant increase in their vocabulary acquisition and an improvement in their communication skills. Thus, we investigated these issues by conducting an explorative study in a pre-school class with fifteen children and three teachers. Here, we describe the emerging challenges and provide design directions for an authoring system to support the co-creation of stories for pre-literate children. © 2018 Copyright is held by the owner/author(s).

AB - In the paper we describe an exploration into the design of an authoring tool to support the creation of multimedia stories. We explicitly targeted children with no reading or writing skills and their educators. Children in this age group often enjoy reading and creating stories together with adults and in so doing develop important pre-literacy skills. Literature suggests that when children play an active role in these activities, with a high level of engagement and interaction, there is a significant increase in their vocabulary acquisition and an improvement in their communication skills. Thus, we investigated these issues by conducting an explorative study in a pre-school class with fifteen children and three teachers. Here, we describe the emerging challenges and provide design directions for an authoring system to support the co-creation of stories for pre-literate children. © 2018 Copyright is held by the owner/author(s).

KW - Co-reading

KW - Co-writing

KW - Digital storytelling

KW - Pre-school

KW - Preliterate children

KW - Human engineering

KW - Teaching

KW - Authoring systems

KW - Authoring tool

KW - Communication skills

KW - Pre schools

KW - Vocabulary acquisition

KW - Writing skills

KW - Human computer interaction

U2 - 10.1145/3173574.3173969

DO - 10.1145/3173574.3173969

M3 - Conference contribution/Paper

SN - 9781450356206

SP - 10

BT - CHI '18 Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems

PB - ACM

CY - New York

ER -