330
Views
0
CrossRef citations to date
0
Altmetric
Articles

Hyperlink desirability in adolescent fiction: location and absorption

, &

References

  • Afflerbach, P., & Cho, B. (2009). Determining and describing reading strategies. In H. Waters & W. Schneider (Eds.), Metacognition, strategy use, and instruction (pp. 201−225). New York: Guilford.
  • Allan, C. (2017). Digital fiction: ‘Unruly object’ or literary artefact?English in Australia, 52(2), 21–27.
  • Baron, N. (2015). Words onscreen: The fate of reading in a digital world. Oxford: Oxford University Press.
  • Barzillai, M., & Thomson, J. M. (2018). Children learning to read in a digital world. First Monday, 23(10). doi:10.5210/fm.v23i10.9437
  • Bell, A., Ensslin, A., van der Bom, I., & Smith, J. (2018). Immersion in digital fiction. International Journal of Literary Linguistics, 7(1), 1–22. doi:10.15462/ijll.v7i1.105
  • Benedetto, S., Drai-Zerbib, V., Pedrotti, M., Tissier, G., & Baccino, T. (2013). E-readers and visual fatigue. PLOS One, 8(12), e83676. doi:10.1371/journal.pone.0083676
  • Bezdek, M. A., & Gerrig, R. J. (2017). When narrative transportation narrows attention. Media Psychology, 20(1), 60–89. doi:10.1080/15213269.2015.1121830
  • Busselle, R., & Bilandzic, H. (2008). Fictionality and perceived realism in experiencing stories. Communication Theory, 18(2), 255–280. doi:10.1111/j.1468-2885.2008.00322.x
  • Busselle, R., & Bilandzic, H. (2009). Measuring narrative engagement. Media Psychology, 12 (4), 321–347. doi:10.1080/15213260903287259
  • Carr, N. (2010). The shallows: What the internet is doing to our brains. New York: W.W. Norton.
  • Chin Ee, L., & Baoqi, S. (2018). Report on the reading habits of Singapore teenagers 2017. National Institute of Education, Nanyang Technological University.
  • Clark, C., & Teravainen, A. (2017). Children’s and young people’s reading in 2016. London: National Literacy Trust.
  • Clinton, V. (2019). Reading from paper compared to screens. Journal of Research in Reading, 42(2), 288–325. doi:10.1111/1467-9817.12269
  • Clowes, R. (2019). Screen reading and the creation of new cognitive ecologies. AI & Society, 34(4), 705–720. doi:10.1007/s00146-017-0785-5
  • Csikszentmihalyi, M. (1992). Flow: The psychology of happiness. New York: Harper & Row.
  • Delgado, P., Vargas, C., Ackerman, R., & Salmerón, L. (2018). Don’t throw away your printed books. Educational Research Review, 25, 23–38. doi:10.1016/j.edurev.2018.09.003
  • DeStefano, D., & LeFevre, J. (2007). Cognitive load in hypertext reading: A review. Computers in Human Behavior, 23(3), 1616–1641. doi:10.1016/j.chb.2005.08.012
  • Douglas, Y., & Hargadon, A. (2001). The pleasure of immersion and engagement schemas, scripts and the fifth business. Digital Creativity, 12(3), 153–166. doi:10.1076/digc.12.3.153.3231
  • Green, M. C., & Brock, T. C. (2000). The role of transportation in the persuasiveness of public narratives. Journal of Personality and Social Psychology, 79(5), 701–721. doi:10.1037/0022-3514.79.5.701
  • Gutiérrez, A. (2014). La ficción progresiva de Leonardo Valencia, o el autor somos todos. Bulletin of Spanish Studies, 91(4), 575–594. doi:10.1080/14753820.2014.886900
  • Hakemulder, J. F. (2013). Travel experiences: A typology of transportation and other absorption states in relation to types of aesthetic responses. In J. Lüdtke (Ed.), Wie gebannt: Aesthetische Verfahren der affektiven Bildung von Aufmerksamkeit (pp. 163–182). Berlin: Freie Universitaet.
  • Hornstra, L., van der Veen, I., Peetsma, T., & Volman, M. (2013). Developments in motivation and achievement during primary school. Learning and Individual Differences, 23, 195–204. doi:10.1016/j.lindif.2012.09.004
  • Hyman, J. A., Moser, M. T., & Segala, L. N. (2014). Electronic reading and digital library technologies. Educational Technology Research and Development, 62(1), 35–52. doi:10.1007/s11423-013-9330-5
  • Jacobs, A. M. (2015). Towards a neurocognitive poetics model of literary reading. In R. Willems (Ed.), Towards a cognitive neuroscience of natural language use (pp. 135–139). Cambridge: CUP.
  • Jacobs, A. M., & Lüdtke, J. (2017). Immersion into narrative and poetic worlds. In F. Hakemulder (Eds.), Narrative absorption (pp. 69–96). Amsterdam: John Benjamins.
  • Jerrim, J., & Moss, G. (2019). The link between fiction and teenagers’ reading skills. British Educational Research Journal, 45(1), 181–200. doi:10.1002/berj.3498
  • Johnson, D. R. (2012). Transportation into a story increases empathy, pro-social behaviour, and perceptual bias toward fearful expressions. Personality and Individual Differences, 52(2), 150–155. doi:10.1016/j.paid.2011.10.005
  • Johnson, R. (1997). Examining the validity structure of qualitative research. Education, 118(2), 282–292.
  • Kaakinen, J. K., Papp-Zipernovsky, O., Werlen, E., Castells, N., Bergamin, P., Baccino, T., … Acobs, A. M., et al. (2018). Emotional and motivational aspects of digital reading. In M. Barzillai (Eds.), Learning to read in a digital world (pp. 141–164). Amsterdam: John Benjamins.
  • Kidd, D. C., & Castano, E. (2013). Reading literary fiction improves theory of mind. Science, 342(6156), 377–380. doi:10.1126/science.1239918
  • Kong, Y., Seo, Y. S., & Zhai, L. (2018). Comparison of reading performance on screen and on paper: A meta-analysis. Computers & Education, 123(1), 138–149. doi:10.1016/j.compedu.2018.05.005
  • Kovač, M., & van der Weel, A. (2018). Reading in a post-textual era. First Monday, 23(10). doi:10.5210/fm.v23i10.9416
  • Kuiken, D., & Douglas, S. (2017). Forms of absorption that facilitate aesthetic response. In: F. Hakemulder (Eds.), Narrative absorption (pp. 217–249). Amsterdam: John Benjamins.
  • Landow, G. (1997). Hypertext 2.0: The convergence of contemporary critical theory and technology. Baltimore: Johns Hopkins University Press.
  • Larson, L. C. (2015). E-books and audiobooks: Extending the digital reading experience. The Reading Teacher, 69(2), 169–177. doi:10.1002/trtr.1371
  • Lee, K. M. (2004). Presence, explicated. Communication Theory, 14(1), 27–50. doi:10.1111/j.1468-2885.2004.tb00302.x
  • Liamputtong, P. (2011). Focus group methodology: Principles and practice. London: Sage.
  • Mangen, A. (2008). Hypertext fiction reading: Haptics and immersion. Journal of Research in Reading, 31(4), 404–419. doi:10.1111/j.1467-9817.2008.00380.x
  • Mangen, A. (2016). The digitization of literary reading. Orbis Litterarum, 71(3), 240–262. doi:10.1111/oli.12095
  • Mangen, A., & Kuiken, D. (2014). Lost in an iPad: Narrative engagement on paper and tablet. Scientific Study of Literature, 4(2), 150–178. doi:10.1075/ssol.4.2.02man
  • Mangen, A., & Van der Weel, A. (2017). Why don’t we read hypertext novels?Convergence: The International Journal of Research into New Media Technologies, 23(2), 166–181. doi:10.1177/1354856515586042
  • Mar, R. A., & Oatley, K. (2008). The function of fiction is the abstraction and simulation of social experience. Perspectives on Psychological Science, 3(3), 173–192. doi:10.1111/j.1745-6924.2008.00073.x
  • McGeown, S. P., Osborne, C., Warhurst, A., Norgate, R., & Duncan, L. G. (2016). Understanding children’s reading activities. Journal of Research in Reading, 39(1), 109–125. doi:10.1111/1467-9817.12060
  • McKenna, M. C., Conradi, K., Lawrence, C., Jang, B. G., & Meyer, J. P. (2012). Reading attitudes of middle school students. Reading Research Quarterly, 47(3), 283–306. doi:10.1002/rrq.021
  • Miall, D. S. (2004). Reading hypertext. Retrieved from http://computerphilologie.uni-muenchen.de/jg03/miall.html.
  • Miall, D. S., & Dobson, T. (2001). Reading hypertext and the experience of literature. Journal of Digital Information,2. Retrieved from https://journals.tdl.org/jodi/index.php/jodi/article/view/35/37.
  • Mol, S. (2010). To read or not to read (Ph.D. dissertation). Leiden University.
  • Morgan, D. L. (1998). The focus group guidebook. London, UK: Sage.
  • Nell, V. (1988). Lost in a book: The psychology of reading for pleasure. New Haven: Yale University Press.
  • OECD. (2010). PISA 2009 results (Vol. III): Learning to learn. Student engagement, strategies and practices. Paris: OECD Publishing.
  • OECD. (2016). PISA 2015 results in focus. Paris: OECD Publishing.
  • Picton, I. (2014). The impact of eBooks on the reading motivation and reading skills of children and young people. London: National Literacy Trust.
  • Pope, J. (2010). Where do we go from here? Readers’ responses to interactive fiction. Convergence: The International Journal of Research into New Media Technologies, 16(1), 75–94. doi:10.1177/1354856509348774
  • Pope, J. (2020). Further on down the digital road: Narrative design and reading pleasure in five New Media Writing Prize narratives. Convergence: The International Journal of Research into New Media Technologies, 26(1), 35–54. doi:10.1177/1354856517726603
  • Ryan, M. L. (2001). Narrative as virtual reality: Immersion and interactivity in literature and electronic media. Baltimore: John Hopkins University Press.
  • Salmerón, L., & Garcia, V. (2012). Children’s reading of printed text and hypertext with navigation overviews. Journal of Educational Computing Research, 47(1), 33–50. doi:10.2190/EC.47.1.b
  • Salmerón, L., Strømsø, H. I., Kammerer, Y., Stadtler, M., Van den Broek, P. W., et al. (2018). Comprehension processes in digital reading. In M. Barzillai (Eds.), Learning to read in a digital world (pp. 91–120). Amsterdam: John Benjamins.
  • Schlochtermeier, L. H., Pehrs, C., Kappelhoff, H., Kuchinke, L., & Jacobs, A. M. (2015). Emotion processing in different media types. Journal of Systems and Integrative Neuroscience, 1(2), 41–47.
  • Schwabe, A., Brandl, L., Boomgaarden, H. G., & Stocker, G. (2021). Experiencing literature on the e-reader. The effects of reading narrative texts on screen. Journal of Research in Reading, 44(2), 319–338.
  • Simons, M., T’Sas, J., & Mommaerts, M. (2014). Leesplezier en e-hype. Antwerp: Universiteit Antwerpen.
  • Tal-Or, N., & Cohen, J. (2010). Understanding audience involvement. Poetics, 38(4), 402–418. doi:10.1016/j.poetic.2010.05.004
  • Tellegen, A., & Atkinson, G. (1974). Openness to absorbing and self-altering experiences (absorption), a trait related to hypnotic-susceptibility. Journal of Abnormal Psychology, 83(3), 268–277. doi:10.1037/h0036681
  • Thomson, J., Barzillai, M., van den Broek, P., Schroeder, S., et al. (2018). Learning to read in a digital world: Discussion. In M. Barzillai (Eds.), Learning to read in a digital world (pp. 225–238). Amsterdam: John Benjamins.
  • Tillman, F. (1997). Hypermedia fiction: A medium of forking paths. Computer Assisted Language Learning, 10(4), 387–397. doi:10.1080/0958822970100408
  • Torppa, M., Niemi, P., Vasalampi, K., Lerkkanen, M. K., Tolvanen, A., & Poikkeus, A. M. (2020). Leisure reading (but not any kind) and reading comprehension support each other. Child Development, 91(3), 876–900. doi:10.1111/cdev.13241
  • Tveit, Å. K., & Mangen, A. (2014). A joker in the class: Teenage readers’ attitudes and preferences to reading on different devices. Library & Information Science Research, 36(3–4), 179–184. doi:10.1016/j.lisr.2014.08.001
  • Twenge, J., Martin, G., & Spitzberg, B. (2018). Trends in U.S. adolescents’ media use. Psychology of Popular Media Culture, 1976–2016.
  • Van Laer, T., de Ruyter, K., Visconti, L. M., & Wetzels, M. (2014). The extended transportation-imagery model. Journal of Consumer Research, 40(5), 797–817. doi:10.1086/673383
  • Vanhees, C., Simons, M., & Joosen, V. (2020). Motivation and Immersion: Reading Tools for MALL. In A. Andujar (Ed.), Recent tools for computer and mobile-assisted foreign language learning (pp. 79–109). Hershey: IGI Global.
  • Wennekers, A., Huysmans, F., & de Haan, J. (2018). Lees: Tijd: Lezen in Nederland. Den Haag: Sociaal En Cultureel Planbureau.
  • Wintersparv, S., Sullivan, K. P. H., & Lindgren Leavenworth, M. (2019). Teaching fiction in the age of measurability. L1-Educational Studies in Language and Literature, 19, 1–29.
  • Wolf, M. (2018). Reader, come home: The reading brain in a digital world. New York: Harper Collins.
  • Wolf, M., & Barzillai, M. (2009). The importance of deep reading. Educational Leadership, 66(6), 32–37.
  • Wolf, M., Ullman-Shade, C., & Gottwald, S. (2016). Lessons from the reading brain for reading development and dyslexia. Australian Journal of Learning Difficulties, 21(2), 143–156. doi:10.1080/19404158.2016.1337364

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.