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The increasing use of digital technologies has implications for reading. Online and on-screen reading often consist of engaging with multiple, short, multimedia snippets of information, whereas longform reading is in decline. Meta-analyses have identified a screen inferiority when reading informational texts, but not narrative texts. The mode effect is explained by reference to the Shallowing Hypothesis, postulating that increased screen reading leads to a propensity to skim and scan rather than carefully read, since digital reading material is typically composed of short, decontextualized snippets of multimedia content rather than long, linear, texts. Experiments have found support for the Shallowing Hypothesis when reading expository/informational texts, but the impact of increased habituation to screens on, specifically, literary reading, is largely unknown. It is plausible that shallow modes of reading, prompted by increased screen use, may compromise one's capacity to engage deeply with literary texts and, in turn, negatively affect readers' motivation and inclination to engage in slower, more reflective, and more effortful reading. This article presents the results from three experiments exploring associations between reading behavior, medium preferences, and the reading of a short literary text on paper versus screen. Although mixed, the results revealed an overall pattern for the role of medium: more frequent reading of short texts on screen predicted less inclination to muster the cognitive persistence required for reading a longer text, and engage in contemplation on the deeper and personally relevant meaning of the literary text. Educational implications of these findings are discussed.

Purpose: The paper shows the interpretive impact of different constructions of the point of view available to the reader/viewer in book and animated movie versions of a children's picture book, a novel for pre-adolescents/early teenagers, and a graphic novel for adolescents and adults. Design/Approach/Methods: Excerpts from book and animated movie versions of the same story are compared using multimodal analysis of interpersonal meaning to show how the reader/viewer is positioned in relation to the characters in each version, complemented by analyses of ideational meaning to show the effect of point of view on interpretive possibilities. Findings: Focusing mainly on multimodal construction of point of view, the analyses show how interpretive possibilities of ostensibly the same story are significantly reconfigured in animated adaptations compared with book versions even when the verbal narrative remains substantially unchanged. Originality/Value: The study shows that it is crucial to students' critical appreciation of, and their creative contribution to, their evolving digital literary culture that in this new era of educational technology, attention in literacy and literary education focuses on developing understandings of digital multimodal narrative art, and that animated movie adaptations are not presented pedagogically as isomorphic with, or simply adjunct to, corresponding book versions.

According to the American Counseling Association and the Council for Accreditation of Counseling and Related Educational Programs, social justice advocacy is an ethical imperative for counselors and a training standard for counseling students. As a group of socially conscious mental health counseling students and faculty, we developed and facilitated a social justice advocacy group to learn about tangible ways to engage in social justice action. Using the S-Quad model developed by Toporek and Ahluwalia, we formed and facilitated a social justice advocacy group for our peers. This paper will serve as a reflection of our experiences engaging in the process.

This paper examines a literacy book study group as a potentially useful vehicle for the delivery of teacher professional learning in a primary setting. A small group of teachers, in conjunction with a university lecturer, participated in weekly workshop sessions centred around a chosen literacy-based text. The goal of this project was to provide practitioners with a safe space in which to examine, reaffirm and extend their current knowledge base and classroom practices with the intention of engaging with ideas that may be unfamiliar or potentially daunting. At the core of its design, was the desire to provide 'grassroots' professional learning opportunities which recognise and honour the participants' professional acumen and in turn, build their confidence. Data was gathered via the creation of voice files in response to a short post-project questionnaire. This was supplemented by the on-line discussion threads that took place during each weekly workshop session. Overall, the study was found to be affirming while also bringing a sense of welcome camaraderie from across various schools. Encouragingly, it was found that the ideas explored were authentically-applicable to the classroom without the weight of extraneous paperwork or arduous study commitments.

The introduction and wide use of devices, especially mobile ones, has changed the way learners read and do research for a variety of reasons, and this trend has attracted a number of studies conducted regarding reading on screen and on paper in addition to those dealing with the students' behavior in using online resources to print ones. This paper aims at identifying the major findings and trends in reading research by describing the current state of knowledge and practice in the studies comparing reading on screen and on paper and to provide guidance for practitioners by analyzing and summarizing the existing research. The current review adopted a systematic review as the research methodology as well as the article selection and screening process. The articles published between 2009 and 2017 were reviewed, and 37 articles were included in the analysis. The review revealed that the research on onscreen and paper-based reading focused on comparing the learners' performances in reading activities in both contexts and sharing preliminary findings and students' views. However, the findings are inconclusive as mixed findings were produced as to the effects of reading on screen and on paper. Moreover, the review also indicates that practitioners are also interested in examining the factors and affordances in reading on screen. As a result, there is still further research needed to establish the factors affecting reading and comprehension while reading on screen and on paper.

Beginning 60 years ago, Thomas Kuhn has had a significant impact across the academy and on culture more widely. And he had a great impact on science education research, theorising, and pedagogy. For the majority of educators, the second edition (1970) of his "Structure of Scientific Revolutions" (Kuhn, 1970a) articulated the very nature of the science, the discipline they were teaching. More particularly, Kuhn's book directly influenced four burgeoning research fields in science education: Children's Conceptual Change, Constructivism, Science-Technology-Society studies, and Cultural Studies of Science Education. This paper looks back to the Kuhnian years in science education and to the long shadow they cast. The discipline of science education needs to learn from its past so that comparable mistakes might be averted in the future. Kuhn's influence was good and bad. Good, that he brought HPS to so many; bad, that, on key points, his account of science was flawed. This paper will document the book's two fundamental errors: namely, its Kantian-influenced ontological idealism and its claims of incommensurability between competing paradigms. Both had significant flow-on effects. Although the book had many positive features, this paper will document how most of these ideas and insights were well established in HPS literature at the time of its 1962 publication. Kuhn was not trained in philosophy, he was not part of the HPS tradition, and to the detriment of all, he did not engage with it. This matters, because before publication he could have abandoned, modified, or refined much of his 'revolutionary' text. Something that he subsequently did, but this amounted to closing the gate after the horse had bolted. In particular, the education horse had well and truly bolted. While educators were rushing to adopt Kuhn, many philosophers, historians, and sociologists were rejecting him. Kuhn did modify and 'walk back' many of the head-turning, but erroneous, claims of Structure. But his retreat went largely unnoticed in education, and so the original, deeply flawed Structure affected the four above-mentioned central research fields. The most important lesson to be learnt from science education's uncritical embrace of Kuhn and Kuhnianism is that the problems arose not from personal inadequacies; individuals are not to blame. There was a systematic, disciplinary deficiency. This needs to be addressed by raising the level of philosophical competence in the discipline, beginning with the inclusion of HPS in teacher education and graduate programmes.

This research is the second stage of my entire graphic novel practice looking at a feminist topic -- women's awakening from marriage. In this phase, the study carries out the practical process of the creative work, involving a graphic novel (body), an opening title (hook) and a package of visual communication design (promotion), in order to convey my feminist claim that women's real emancipation depends on whether they can rouse their subject awareness and break through the chain of marriage. Based on this practice-led research, my personal knowledge is generated, including the value of combining graphic novels and title sequences, the importance of symbolic storytelling and my understanding of female subjective freedom. In addition, this research potentially provides an arts-based research method, which can enable practitioner/researcher to utilise a reflective triangle model to develop art and design work.

Children's books play a central role in today's classrooms. Educators can use children's literature to promote children's social and cultural understandings and critical thinking skills. This is particularly important when extending children's knowledge and understandings of themselves, their identity and those who may differ culturally, socially or historically, thus supporting diversity and inclusion. Further, when diversity is considered, valued, and supported through Culturally Responsive Pedagogy (CRP), outcomes for children from underrepresented backgrounds improve. This paper reports on a study conducted in four early learning settings in Western Australia investigating educators' practices when sharing diverse literature with young children. This study found in the majority of book sharing in these centres the cultures, backgrounds, life experiences and funds of knowledge of children from underrepresented backgrounds were invisible. Further, educators' practices were bereft of CRP and likely to demean and confuse those from underrepresented backgrounds and increase all children's misconceptions of others.

This initial study used an equivalent-groups design to evaluate differences in story comprehension scores between children with autism spectrum disorder (ASD) and their neurotypical (NT) peers using paper and iPad® storybooks. Fifteen children with ASD of ages 4-6 and 15 NT peers matched for receptive vocabulary age and gender met inclusion criteria. Across two individualized testing sessions, participants answered language abstraction questions about three formats of Pete the Cat stories (paper, iPad adult read, and iPad with the read-to-me feature activated) during shared storybook reading. When examining the entire group of participants, all children performed better with either type of iPad storybook compared to the paper book. The current study indicates storybooks on the iPad function in similar ways for NT children and children with ASD. Further, this research shows promise for using the iPad with young children during shared storybook reading. Directions for future research and implications for special education personnel are provided.

Purpose: This paper aims to evaluate children's literature that focuses on body size issues for elementary readers. Design/methodology/approach: The paper used an evaluative tool based on three categories: content, audience and other considerations. Findings: The evaluative tool was used to evaluate six children's books identified as critical literature supporting body image. The books evaluated focused on body image but were also tied to other themes such as body positivity, body neutrality, self-love, acceptance, diversity and inclusivity. All books acknowledged and celebrated the uniqueness of varied body types. Research limitations/implications: Because of the number of books evaluated, the evaluative results may lack generalizability. Therefore, researchers are encouraged to evaluate other critical children's literature focused on body image. Practical implications: The paper offers recommendations for parents, teachers and schools. Originality/value: This paper encourages the need for parents, teachers and schools to help children embrace body positivity and neutrality so that they would love their skin.

This paper explores the following questions: What is reading all about, as our technical milieu becomes increasingly digital and our reading increasingly automated? What is entailed in closely reading a book, in studying and handling the book as an object? And what is the role of philosophy--and in reading philosophy--as we grapple with new technical modes of reading? Guided by philosopher Gilbert Simondon, this paper compares the language heuristics of large language models (LLM) with human reading practices, revealing parallel and diverging technical tactics, with the aim of increasing our understanding of how and why these algorithms are part of our technical reality. This comparison moves beyond concerns with automation and alienation, using Simondon's notions of technicity and transindividuality to philosophically analyze the nature of collaborative reading in a distraction economy, and the extent to which transformer neural network models achieve an implicit embodied or grounded sense of language-use.

As schools around the world increasingly use digital text, research is needed to understand the impact different media may have on opportunities for language and literacy development. Using mixed methods to analyze students' collaborative interactions across different media, this study examined how linguistically diverse students engaged with digital and paper books in a cross-age peer-learning literacy program. Findings revealed that the quality of students' engagement differed across media. Students were more likely to engage in meaningful talk, use text features to support comprehension, and attend to text when using paper books. Findings have implications for how educators may reconsider instruction using digital texts in order to support language and literacy development with students learning an additional language.

Bilingual education, usually a community's L1 and English continues spreading geographically and across educational systems worldwide. With this expansion, the development of bilingual education approaches is under constant scrutiny. One recent approach is content and language integrated learning (CLIL). European in origin, CLIL can be viewed as an educational or language teaching approach and it refers to the teaching of curricular content and L2 in an integrated manner. This approach has received international attention, yet, how CLIL unfolds in settings outside Europe appears underrepresented in international publications. The aim of this article is to provide a critical review of CLIL in Latin America between 2008 and 2018. We surveyed 64 items (articles, book chapters, and dissertations) published in regional and international outlets: 41 empirical studies, 19 practice-oriented publications, and four reviews. It begins by summarizing the CLIL continuum with a focus on content- and language-driven CLIL and CLIL frameworks. It then provides a synthesis of empirical studies and practice-oriented publications about CLIL in different Latin American settings. The corpus is analyzed following these unifying themes: pedagogy, perceptions and beliefs, teacher education, global citizenship, and language development. From this review, it transpires that Latin American CLIL is mostly implemented and examined from a language-driven perspective in private primary, secondary and higher education. Suggestions and implications for further research and practice are included.

Since 2013, Vietnam has implemented a plan to reform the whole education sector. However, there is little understanding on the status of educational research in Vietnam, which may lay the foundation for such plan. Thus, this research aims to analyze the whole picture of educational research from Vietnam, as seen from the Clarivate Web of Science (WOS) database: 215 publications were recorded, ranging from 1991 to 2018. These 215 publications were further analyzed from five perspectives: 1) number of publications by year; 2) research fields and levels of education; 3) top institutions with the highest number of publications; 4) international collaboration; and 5) quality. Some of the most notable results are: 1) the educational sciences in Vietnam have been still under-developed until recently; 2) among different research topics research among educational sciences, some (e.g., Vocational Education and Training or Early Childhood Education) seemed to be overlooked whereas others (e.g., Higher Education and Teaching and Learning) seemed to receive more attention from educational scholars; 3) all the most major education -- specialized universities did not appear among the top five institutions with highest number of publications; 4) Australia, Thailand, the USA, New Zealand and China were the countries with the highest number of co-publications with Vietnamese researchers; and 5) The majority of publications belonged to low-ranked journals. Implications would be withdrawn for Vietnamese policymakers, education leaders, educational researchers and teachers in order to adjust their policies and/or action plans; thus, enhancing the performance and impacts of educational research in the future.

Microlearning, as an informal learning approach, has gained increasing popularity in both the training industry and professional studies disciplines over the last several years. However, despite the rising interest in microlearning, how to design microlearning activities and what microcontent is reasonable for microlearning activities have rarely been addressed. In this study, we designed a 6-week micro-reading activity. During the process, 30 students majoring in Education Technology participated in the activity. They were randomly divided into an electronic book reading (e-reading) group and a paper book reading (p-reading) group, and were required to read the same book within 6 weeks. Formative and summative evaluations were performed to assess the effectiveness of the micro-reading activity. Descriptive statistics and bar and line chart were applied to reflect the results of formative evaluation; One-way ANOVA analysis was used to process the data of summative evaluations. Students' average reading time, reading pace, and weekly reading notes were recorded and analyzed as the formative evaluation. The results indicated that all students achieved the reading objective, and they kept relatively high engagement in the micro-reading activity. According to the results of the summative evaluation, both groups of students' average scores were relatively high. However, compared to the p-reading group, the average score of the e-reading group was higher, and some significant differences were also found in the average scores of the two groups. Therefore, the 6-week micro-reading activity was beneficial for students' reading effectiveness, and the e-reading type was more effective for promoting students' reading effectiveness. In the future, it would be worthwhile for designers to consider how to design the duration of activities in a reasonable way and to compare how new electronic reading platforms compare with traditional print sources.

The young generation, born into digital technologies and called Millennials or the Y-Generation, are raised in a world where everybody has a computer in their pockets (Hamari et al., 2014), and they are constantly engaged in digital activities. However, research on the impact of digital devices on learners' educational performance and motivation is still an emerging field. This article aims to examine perceptions of the sixth-grade students in Turkey of their e-reading experiences on the basis of their personalized/gamified/PDF electronic reading practices in school and the influences of their perceptions on their reading comprehension and levels of motivation in English as a foreign language (EFL) classroom. The study follows a quasi-experimental approach with four treatment groups and a control group, involving 96 sixth-grade state school students in Turkey. The three treatment groups read in order from the personalized/gamified/PDF electronic reading for 5 weeks whereas the control group used printed guided reading program. The results indicate that EFL learners' use of screen reading has the potential to increase reading motivation of the students. However, no significant difference was observed in their reading comprehension levels despite the use of different reading medium in control and experimental groups.

Introduction: Research suggests benefits for incorporating popular press books into courses to encourage critical thinking and student-instructor interactions about concepts. Objective: This article offers a summary and critique of "7 ½ Lessons about the Brain" by Lisa Feldman-Barrett along with pedagogical strategies for integrating the book within Introduction to Psychology courses. Teaching Implications: This popular press book affords an opportunity to incorporate a biopsychology thematic approach to Introduction to Psychology. Several pedagogical strategies using active learning and collaboration are provided. Conclusion: Choosing to include a popular press book in class to supplement student learning may benefit critical thinking about many concepts presented within "Introduction to Psychology."

This paper focuses on students' reading habits--whether traditional reading habits (print books) or modern reading habits (using a computer screen). We review the changes in students' reading habits over time, as part of other global changes, and explore whether corresponding digital pedagogies have evolved to address these changes. We examine Generation Y students' motivations and study habits, a generation that shows indications of changes in its academic values and priorities, and cracks in its research skills for a global world. We focus on a case study of the reading habits of students in one academic institution and discuss the implications of the findings for academic teaching and the academia's traditional role of training researchers.

Proposed by Ivan Illich in the 1970s, the deschooling society was one of the most contentious and radical thoughts in education in terms of its critics against compulsory education around the globe and proposals in the name of networks in which everyone in need of learning and teaching can participate to learn and teach anywhere and anytime without any prescriptions or proscriptions. With the advent of the internet and technology, the paradigmatic change towards post-method pedagogy in education and ELT, and the constricting current pandemic state, we have been much closer than ever to the actualization of deschooling society. This work, as a caveat, was not solely formed to deliver brief information about the contents of the book but rather also to reassess, renew, and readapt the deschooling concept of the 1970s into the 21st-century digital era at the time of the COVID-19 pandemic with the implications of a post-modern understanding of ELT. The issue discussed in the present paper is in general about the way of formal compulsory education through schooling, yet in specific the implications of deschooling on ELT in the current chaotic state of the world. Therefore, a brief reappraisal of the book was preliminarily outlined, and later its connections with ELT within the framework of post-method pedagogy were explicated in the revival part.

The purpose of this study was to investigate the conceptualisation and contextualisation of mixed-methods research within the research methodology paradigm to ascertain the categorisation of mixed methods as a type of research, research design or research approach. The methodology adopted for this paper is qualitative in nature and involves the analysis of documents and contents. The content of journals and books was analysed to review and draw inferences relating to the themes set out for investigation in the study. Thematic analysis was used for the analysis of data for the study. The study revealed that mixed-methods research was situated within the context of types of research, research design and research approach as evident in the result of the systematic review of the articles selected for the study. Findings from the study further revealed that the conceptualisation of mixed methods within the context type of research and research approach was more than that of a research design. This study is novel and has contributed new knowledge in the aspect of research methodology with specific emphasis and definitive conceptualisation, contextualisation, and categorisation of mixed methods as a type of research, research design or research approach. Just like qualitative and quantitative research, there is a need for definitive conceptualisation, contextualisation, and categorisation of mixed-methods research. Meanwhile, this article is a synthesis for further discourse on mixed-methods research to establish a definitive conclusion on mixed-methods research conceptualisation.

This paper examines how neoliberal multiculturalism and racialized emotions function to inhibit racial justice in the aftermath of the murder of George Floyd. To do so, I trace how the proliferation of the discourse of anti-racism in education alongside the rise in popularity of anti-racist books, contributes to a racial project that embraces critical language but fails to enact tangible forms of racial equity. Drawing from the connections between 1960s race novels and modern anti-racist books, I argue that the notion of 'feeling anti-racism' becomes a conduit for neoliberal multiculturalism which effectively constructs race liberal subjectivities and dispositions. As a result, anti-racist books function to produce racialized emotions that legitimize anti-racist feelings over anti-racist actions.

The possibilities and challenges of digital technologies for young children are widely documented. However, parental guidelines place greater emphasis upon potential harms, advocating that parents limit their children's screen time, or advise that parents simply read digital texts as they would a printed text. Our study investigated 22 Australian parents' perspectives of their 2-3-year-old child's experiences with digital devices and their views of reading digital storybooks to understand whether parents were cognisant of or engaged in practices that appeared to limit their child's screen time, and whether parents noted any differences when shared reading printed and digital texts with their child. Results showed that many parents (1) limit screen time and therefore do not engage in shared digital text reading, consigning children's screen time to unsupervised use; and (2) were aware that the reading of digital texts often is, and at times should differ to the reading of printed texts. These findings suggest that advising parents to limit screen time may result in parents avoiding the use of digital texts when shared reading with their child. Furthermore, recommending that parents read digital texts as they would printed texts may encourage parents to have unrealistic and/or frustrating expectations.

There is much more to learn from reading the biographical and philosophical writings of leaders in higher education about what education for librarianship was and should be than from the literature of library education itself. This article contains an alphabetical list with annotations of 23 books on exploring the issues and problems of higher education. The list started as 12 and was referred to as "Shera's Twelve Apostles," and has now expanded to 23. The article concludes with a few titles that do not fall within the self-imposed limits of the bibliography, but ought to be mentioned as being important to anyone concerned with library education. [For the commentary on this article, "The Four Rightly Guided Caliphs. Commentary on Shera, J. (1969). Twelve Apostles and a Few Heretics," see EJ1073513. This article was originally published in the "Journal of Education for Librarianship."]

Traditional definitions and assessments of creativity often neglect to identify the complexity surrounding Black students' brilliance, leading to lack of access and funding. Further, even when recognized, Black students are often funneled into programs that do not facilitate positive development of their racial-ethnic identity. Through our systematic review of 155 publications, we developed the BlackCreate Framework to illustrate how effective Black creative educational experiences (BCEEs) create fugitive spaces for creative expression and education. Within these spaces, both societal oppression and community assets are explicitly discussed as a part of the creative process, providing students methods for adaptive coping and for addressing systemic inequities. Given these findings, we advocate for consistent funding and support for fugitive spaces to promote Black students' creativity.

The main purpose of this research is to examine the effect of the technology integration model-based application example on some reading variables of primary school freshmen. For this purpose, the research was designed in a single-group post-test weak experimental design and a single-group pre-test-post-test weak experimental design. The study group of the research consists of 30 freshmen studying in a branch of a primary school at the middle socioeconomic level determined by criterion sampling method. Dependent t-test and descriptive statistics analysis were used in the analysis of the research data. The application example based on the technology integration model has been effective in the development of phonological awareness skills of primary school freshmen, their transition time to reading, and their reading speed and levels on paper and screen. It was determined that primary school freshmen made fewer reading errors in reading on screen than reading on paper, and the students' reading levels from the screen were better. It was determined that students' attitudes towards reading were quite high.

This paper contributes to a research program within extensive reading (ER) and "Reading in a Foreign Language" using corpora to simulate ER input to develop vocabulary through incidental learning to 9,000 words. This helps researchers/teachers evaluate ER. If corpora indicate no 'pathway' from smaller to larger vocabulary sizes through authentic ER input, with vocabulary recurrence rates sufficient for incidental learning, then graded readers or other pedagogy appear essential. Studies offer different conclusions due to modeling issues. This study replicates previous research on a larger corpus of general fiction, with improved modeling. For every vocabulary size, a substantial amount of comprehensible fiction is found, with enough repetition of vocabulary from subsequent levels that pathways from smaller to larger vocabulary sizes are possible without graded readers. Prior estimates of approximately 3 years to acquire 9,000 words at 1 hour a day are underestimates, with modeling indicating 2 hours a day would be required.

This is the last of three studies designed to assess the interchange between the geography education community, the larger geography field, and other disciplines. Our previous studies have examined citation patterns between geography education journals and quantified whether a paradigm shift was occurring from a focus on strategies and methods towards understanding the learning and teaching process. Further, we wanted to know "who are we listening to?" The answer is that while we were listening to ourselves (geography education), our scholars were incorporating knowledge, ideas, and perspectives from the larger geography community and importantly from academicians and professionals trained in pedagogy and education theories. This study asks the question, "who is listening to us?" Our results indicate that education scholars are actually reading our publications. There were distinct lines of communication between those from geography education and the disciplines of education that permeate journals, books, conference proceedings, theses and dissertations, and other outlets (i.e. reports, blogs, wikis).

Girls often outperform boys on measures of literacy achievement. This gender gap in literacy performance has been observed to be persistent over developmental time, consistent across multiple domains of literacy, and widely spread geographically. It is sometimes suggested that boys' achievement in the literacy domain might be improved by the availability of reading materials that are designed to engage boys' attention, such as electronic books with interactive features. We addressed the question of boys' versus girls' engagement with reading materials by observing 20 small groups of boys or girls interacting with an electronic book and then a paper book. The children's engagement with the book in each case was coded using Noldus software. Engagement was operationalized in terms of eye gaze (looking at book or reading partner vs. elsewhere), handling (i.e., touching or pointing at book or partner with engaging as opposed to prohibitive actions), and verbal behaviors (i.e., reading, paraphrasing, or talking about the book when compared to not talking or off-task talk). Total time and percent time spent engaged with each book was examined by gender. The results revealed greater nonverbal engagement with the ebook compared to the paper book but greater verbal engagement with the paper book compared to the ebook. No differences in engagement by gender were observed however.

For shared book reading to be effective for language development, the adult and child need to be highly engaged. The current paper adopted a mixed-methods approach to investigate caregiver's language-boosting behaviours and children's engagement during shared book reading. The results revealed there were more instances of joint attention and caregiver's use of prompts during moments of higher engagement. However, instances of most language-boosting behaviours were similar across episodes of higher and lower engagement. Qualitative analysis assessing the link between children's engagement and caregiver's use of speech acts, revealed that speech acts do seem to contribute to high engagement, in combination with other aspects of the interaction.

The purpose of this study is to investigate the influences of a six-stage story structure (4S) approach on elementary students' story production. To this end, the 4S approach was developed and realized in the form of paper-based and digital storybooks based on scaffolding theory. Specifically, the students learned the six-stage story structure (i.e. setting, theme, attempt, consequence, climax, and resolution) from a number of stories in the dual tasks (i.e. the use of digital storybook after the use of paper-based storybook) and then applied this structure to create their own stories. To address the influence of the 4S approach, forty-nine fifth-grade students participated in a quasi-experimental study for seven 40-minute sessions over 2 weeks. The students in the Experimental Group using the 4S approach were compared with those in the Control Group without the 4S approach. The findings revealed that the 4S approach helps students' story quality, interests, and attitudes. Some implications and limitations are also discussed in this paper.

The cultural domain may be defined as a sphere of influence that involves all cultural activities, whether economic or social in nature. In the context of lifelong learning, cultural and artistic environments represent tools and media of significance for formal and informal adult learning. The availability of learning opportunities in the cultural domain, the achievement of cultural competence by all individuals, and their cultural participation are strongly associated with lifelong learning. The research study employed a descriptive review model intending to establish the data available in Turkey with respect to cultural productivity and participation. These data span the period between 2000 and 2018. The study was structured on the basis of the data in Turkey as pertains to the budget allocated to culture and cultural expenditure, as well as performing arts, printed media, libraries, and museums. In summary, a general evaluation of the present state of productivity and participation in the cultural domain and its course over the years gives way to the argument that the cultural domain in Turkey is far from offering a source of possibilities and tools that would allow for the broader dissemination of the culture of learning. The data indicate that cultural participation in Turkey is limited to a relatively low population rate in many respects. [Paper presented at the International Eurasian Educational Research Congress (6th, Ankara, Turkey, Jun 19-22, 2019).]