Anne Mangen
Dados Biográficos
| ID | 275272 |
|---|---|
| NOME | Anne Mangen |
| PRENOMES | Anne |
| SOBRENOME | Mangen |
| ASSINATURA | MANGEN A |
| AFILIAÇÕES | University of Stavanger |
| ORCID | 0000-0002-3415-1881 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAÇÕES | 12 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2002 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Touching, Tinkering, and Manipulating
Reading for academic purposes in higher education is a complex activity involving the use of various text types and formats, and readers interact with different objects such as laptops, tablets, paper formats, and writing tools. Such interactions entail embodied engagement: readers engage their bodies, especially their hands and fingers, to touch the reading surface, turn the page or scroll, tinker with a pen, and manipulate the texts. Yet, littl…
Timely Reading
This is a theoretical paper which presents a Distributed Cognition (DCog) perspective on reading that supplements existing approaches to account for phenomena that appear contradictory. The DCog approach moves understandings of reading beyond the individualistic, mental processing of text to a consideration of reading as situated, embodied material engagement that draws on multiple timescales. Drawing on the field of cognitive anthropology, the D…
Literary Reading on Paper and Screens
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 …
Human Pacemakers and Experiential Reading
This paper applies an embodied perspective to the study of reading and has a two-fold aim: (i) to discuss how reading is best understood in terms of cultural-cognitive performance that involves living bodies who actively engage with reading materials, and (ii) to spark a dialogue with neighboring disciplines, such as multimodality studies and movement studies, which likewise pivot on how practices and performances involve moving bodies: life is s…
Shakespeare sonnet reading
The present study combines literary theory and cognitive psychology to empirically explore some cognitive and emotional facets of poetry reading, exemplified by the reading of three Shakespeare sonnets. Specifically, predictions generated combining quantitative textual analysis according to the Neurocognitive Poetics model with qualitative textual analysis based on the Foregrounding assessment Matrix of sonnets no. 27, 60 and 66 are empirically t…
Textual reading in digitised classrooms
Discussions of digital technologies in education should take into consideration the role of analogue technologies – such as print books – especially when it comes to reading. Empirical research (Delgado et al., 2018; Kong et al., 2018; Clinton, 2019; Singer & Alexander, 2017) shows that paper supports comprehension better than screens, especially when reading longer and more complex texts. PISA 2019 shows that reading performance has declined in …
Why higher-level reading is important
Societies are facing fundamental transformations as digital technologies are changing the ways we live, interact, work, study and read. The social and cultural impact of the digitization process on reading skills and practices remains under-researched. While digital technologies offer much potential for new forms of reading, recent empirical research shows that the digital environment is having a negative impact on reading, in particular on long-…
The role of the medium for verbal engagement
This article presents findings from a study carried out with groups of children (N = 72; M = 57.2 months) in early childhood education and care (ECEC) institutions in Norway. Twelve teachers read two stories, once in a print book format and once in a picture book app, with groups of children. Children’s and teachers’ verbal engagement was coded for dialogue length (duration) and topic (frequency; utterance about medium or narrative/content). Find…
A distributed perspective on reading
Doing the Reading
Long-form reading of literary and non-literary texts is historically an essential component of education. However, in many schooling contexts, the amount of long-form reading is diminishing. Are digital technologies augmenting this trend? And are these technologies affecting assignments and student reading patterns in other ways? This article begins by arguing for the relevance of long-form reading and then reviews prior research on how much assi…
Assessing children's reading comprehension on paper and screen
Recent meta-analyses (Delgado et al., 2018; Kong et al., 2018; Clinton, 2019) show that reading comprehension on paper is better than on screen among (young) adults. Children's screen reading comprehension, however, is underexplored. This article presents an experiment measuring the effect of reading medium on younger (10-year old) readers' comprehension, carried out in Norway in 2015. In a within-subjects design, students (n = 1139) took two com…
Modes of writing in a digital age
With digitization, our modes of writing change and we go from writing by putting pen to paper, to typing on a variety of screens. In educational as well as in leisurely settings, writing by hand is increasingly marginalized, and may in a foreseeable future be abandoned altogether. Summarizing some of the research comparing handwriting and typewriting, this article aims to shed light on some salient features handwriting and keyboard writing, and t…
Reading linear texts on paper versus computer screen
Luc Herman (guest editor)
Doing the Reading
Long-form reading of literary and non-literary texts is historically an essential component of education. However, in many schooling contexts, the amount of long-form reading is diminishing. Are digital technologies augmenting this trend? And are these technologies affecting assignments and student reading patterns in other ways? This article begins by arguing for the relevance of long-form reading and then reviews prior research on how much assi…
A distributed perspective on reading
Literary Reading on Paper and Screens
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 …
Luc Herman (guest editor)
Reading linear texts on paper versus computer screen
Modes of writing in a digital age
With digitization, our modes of writing change and we go from writing by putting pen to paper, to typing on a variety of screens. In educational as well as in leisurely settings, writing by hand is increasingly marginalized, and may in a foreseeable future be abandoned altogether. Summarizing some of the research comparing handwriting and typewriting, this article aims to shed light on some salient features handwriting and keyboard writing, and t…
Assessing children's reading comprehension on paper and screen
Recent meta-analyses (Delgado et al., 2018; Kong et al., 2018; Clinton, 2019) show that reading comprehension on paper is better than on screen among (young) adults. Children's screen reading comprehension, however, is underexplored. This article presents an experiment measuring the effect of reading medium on younger (10-year old) readers' comprehension, carried out in Norway in 2015. In a within-subjects design, students (n = 1139) took two com…
The role of the medium for verbal engagement
This article presents findings from a study carried out with groups of children (N = 72; M = 57.2 months) in early childhood education and care (ECEC) institutions in Norway. Twelve teachers read two stories, once in a print book format and once in a picture book app, with groups of children. Children’s and teachers’ verbal engagement was coded for dialogue length (duration) and topic (frequency; utterance about medium or narrative/content). Find…
A distributed perspective on reading
Doing the Reading
Long-form reading of literary and non-literary texts is historically an essential component of education. However, in many schooling contexts, the amount of long-form reading is diminishing. Are digital technologies augmenting this trend? And are these technologies affecting assignments and student reading patterns in other ways? This article begins by arguing for the relevance of long-form reading and then reviews prior research on how much assi…
Human Pacemakers and Experiential Reading
This paper applies an embodied perspective to the study of reading and has a two-fold aim: (i) to discuss how reading is best understood in terms of cultural-cognitive performance that involves living bodies who actively engage with reading materials, and (ii) to spark a dialogue with neighboring disciplines, such as multimodality studies and movement studies, which likewise pivot on how practices and performances involve moving bodies: life is s…
Shakespeare sonnet reading
The present study combines literary theory and cognitive psychology to empirically explore some cognitive and emotional facets of poetry reading, exemplified by the reading of three Shakespeare sonnets. Specifically, predictions generated combining quantitative textual analysis according to the Neurocognitive Poetics model with qualitative textual analysis based on the Foregrounding assessment Matrix of sonnets no. 27, 60 and 66 are empirically t…
Textual reading in digitised classrooms
Discussions of digital technologies in education should take into consideration the role of analogue technologies – such as print books – especially when it comes to reading. Empirical research (Delgado et al., 2018; Kong et al., 2018; Clinton, 2019; Singer & Alexander, 2017) shows that paper supports comprehension better than screens, especially when reading longer and more complex texts. PISA 2019 shows that reading performance has declined in …
Why higher-level reading is important
Societies are facing fundamental transformations as digital technologies are changing the ways we live, interact, work, study and read. The social and cultural impact of the digitization process on reading skills and practices remains under-researched. While digital technologies offer much potential for new forms of reading, recent empirical research shows that the digital environment is having a negative impact on reading, in particular on long-…
Literary Reading on Paper and Screens
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 …
Timely Reading
This is a theoretical paper which presents a Distributed Cognition (DCog) perspective on reading that supplements existing approaches to account for phenomena that appear contradictory. The DCog approach moves understandings of reading beyond the individualistic, mental processing of text to a consideration of reading as situated, embodied material engagement that draws on multiple timescales. Drawing on the field of cognitive anthropology, the D…
Touching, Tinkering, and Manipulating
Reading for academic purposes in higher education is a complex activity involving the use of various text types and formats, and readers interact with different objects such as laptops, tablets, paper formats, and writing tools. Such interactions entail embodied engagement: readers engage their bodies, especially their hands and fingers, to touch the reading surface, turn the page or scroll, tinker with a pen, and manipulate the texts. Yet, littl…
Psychology (11 obras) · Computer Science (9 obras) · Linguistics (8 obras) · Reading comprehension (5 obras) · Child Development and Digital Technology (4 obras) · Comprehension (4 obras) · Library Collection Development and Digital Resources (4 obras) · Mathematics education (4 obras) · Pedagogy (4 obras) · Philosophy (4 obras)