___

• Afflerbach, P., & Cho, B.Y. (2009). Identifying and describing constructively responsive comprehension strategies in new and traditional forms of reading. In S. E. Israel & G. G. Duffy (Eds.), Handbook of research on reading comprehension (pp.69–90). New York, NY: Routledge.
• Afflerbach, P., & Cho, B. Y. (2010). Determining and describing reading strategies: Internet and traditional forms of reading. In H. S. Waters & W. Schneider (Eds.), Metacognition, strategy use, and instruction (pp. 201–225). New York, NY: Guilford.
• Anwaruddin, S. M. (2015). ICTs in language and literacy education in Bangladesh: A critical review. Current Issues in Education, 18(1), 1–13.
• Baker, E. A., Pearson, P. D., & Rozendal, M. S. (2010). Theoretical perspectives and literacy studies an exploration of roles and insights. In E. A. Baker (Eds.), New literacies: Multiple perspectives on research and practice (pp. 1–22). New York: Guilford.
• Beach, R. (2012). Use of digital tools and literacies in the English Language Arts classroom. Research in the Schools, 19(1), 45–59.
• Berninger, V. W., Vaughan, K., Abbott, R. D., Begay, K., Coleman, K. B., Curtin, G., ... & Graham, S. (2002). Teaching spelling and composition alone and together: Implications for the simple view of writing. Journal of Educational Psychology, 94(2), 291-304.
• Berninger, V. W., Abbott, R. D., Augsburger, A., & Garcia, N. (2009). Comparison of pen and keyboard transcription modes in children with and without learning disabilities. Learning Disability Quarterly, 32(3), 123-141.
• Bogard, J. M., & McMackin, M. C. (2012). Combining traditional and new literacies ın a 21st‐century writing workshop. The Reading Teacher, 65(5), 313-323.
• Castek , J. , Zawilinski , L. , McVerry , G. , O ’ Byrne , I. , & Leu , D.J. ( 2011 ). The new literacies of online reading comprehension: New opportunities and challenges for students with learning difficulties. In C. Wyatt-Smith , J. Elkins , & S. Gunn (Eds.), Multiple perspectives on difficulties in learning literacy and numeracy (pp.91 – 110 ). New York, NY : Springer.
• Castek, J. M. (2008). How do 4 and 5 grade students acquire the new literacies of online reading comprehension? Exploring the contexts that facilitate learning (Unpublished doctoral dissertation). University of Connecticut, Storrs.
• Chen, C. M., & Chen, F. Y. (2014). Enhancing digital reading performance with a collaborative reading annotation system. Computers and Education, 77, 67–81. https://doi.org/10.1016/j.compedu.2014.04.010
• Coiro, J., Sekeres, D. C., Castek, J., & Guzniczak, L. (2014). Comparing the quality of third, fourth, and fifth graders' social interactions and cognitive strategy use during structured online ınquiry. Journal of Education, 194(2), 1-15.
• Coiro, J. (2011). Predicting reading comprehension on the internet: contributions of offline reading skills, online reading skills, and prior knowledge. Journal of Literacy Research: A Publication of the Literacy Research Association, 43(4), 352– 392. https://doi.org/10.1177/1086296X11421979
• Coiro, J., & Dobler, E. (2007). Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet. Reading Research Quarterly, 42(2), 214–257. https://doi.org/10.1598/RRQ.42.2.2
• Connelly, V., Gee, D., & Walsh, E. (2007). A comparison of keyboarded and handwritten compositions and the relationship with transcription speed. British Journal of Educational Psychology, 77(2), 479-492.
• Cordero, K., Nussbaum, M., Ibaseta, V., Otaíza, M. J., Gleisner, S., González, S., ... & Chiuminatto, P. (2015). Read Create Share (RCS): A new digital tool for interactive reading and writing. Computers & Education, 82, 486-496.
• Crook, C., & Bennett, L. (2007). Does using a computer disturb the organization of children's writing?. British Journal of Developmental Psychology, 25(2), 313-321.
• Esmer, B., & Ulusoy, M. (2015). Sınıf öğretmen adaylarının elektronik ortamlarda okuma becerilerinin değerlendirilmesi. Uluslararası Sosyal Araştırmalar Dergisi, 8(37), 734-746.
• Engstrom, Y. (1999). Activity theory and individual and social transformation. In Y.
• Engstrom, R. Miettinen, & R. Punamaki (Eds.), Perspectives on activity theory (pp. 19–38). Cambridge, UK: Cambridge University.
• Forzani, E., & Maykel, C. (2013). Evaluating a representative state sample of connecticut seventh-grade students’ ability to critically evaluate online ınformation (ORCA Report 6) Retrived from http://www.orca.uconn.edu/orca/assets/File/Research%20Reports/PROJECT%20R EPORT%20%236%20Forzani%26Maykel.pdf
• Gee, J. & Handford, M. (2013). The routledge handbook of discourse analysis. Abingdon: Taylor & Francis.
• Handsfield, L. J., Dean, T. R., & Cielocha, K. M. (2009). Becoming critical consumers and producers of text: Teaching literacy with Web 1.0 and Web 2.0. The Reading Teacher, 63(1), 40-50.
• Henry, L. A., Castek, J., O’Byrne, W. I., & Zawilinski, L. (2012). Using peer collaboration to support online reading, writing, and communication: An empowerment model for struggling readers. Reading and Writing Quarterly, 28(3), 279–306. https://doi.org/10.1080/10573569.2012.676431
• Henry, L. A.(2007). Exploring new literacies pedagogy and online reading comprehension among middle school students and teachers: Issues of social equity or social exclusion? (Unpublished doctoral dissertation). University of Connecticut, Storrs.
• Howell, E. (2017). Pokémon GO: Implications for literacy in the classroom. The Reading Teacher, 70(6), 729-732.
• Hutchison, A. (2012). Literacy teachers’ perceptions of professional development that increases integration of technology into literacy instruction. Technology, Pedagogy and Education, 21(1), 37–56. https://doi.org/10.1080/1475939X.2012.659894
• Hutchison, A., Beschorner, B., & Schmidt-Crawford, D. (2012). Exploring the use of the iPAD for literacy learning. Reading Teacher, 66(1), 15–23. https://doi.org/10.1002/TRTR.01090
• Hutchison, A., & Colwell, J. (2015). Bridging technology and literacy: Developing digital reading and writing practices in grades K–6. Lanham, MD: Rowman & Littlefield.
• Hutchison, A., & Reinking, D. (2011). Teachers’ perceptions of integrating information and communication technologies into literacy instruction: A national survey in the United States. Reading Research Quarterly, 46(4), 312–333. https://doi.org/10.1002/RRQ.002
• Hutchison, A., & Woodward, L. (2014). A planning cycle for integrating digital technology into literacy instruction. Reading Teacher, 67(6), 455–464. https://doi.org/10.1002/trtr.1225
• ICT Literacy Panel. (2002). Digital transformation: A framework for ICT literacy. Princeton, NJ: Educational Testing Service. Retrieved from http://www.ets.org/Media/Tests/Information_and_Communication_Technology_Lit eracy/ictreport.pdf
• International Reading Association. (2009). New literacies and 21st-century technologies. Newark, DE: International Reading Association.
• Jones, J.S. & Rice, M.L. (2017). Exploring classroom microblogs to improve writing of middle school students, Journal of Interactive Online Learning, 15(1), 26-41.
• Kiili, C., Laurinen, L., Marttunen, M., & Leu, D. J. (2012). Working on understanding during collaborative online reading. Journal of Literacy Research, 44(4), 448–483. https://doi.org/10.1177/1086296X12457166
• Kress, G. (2003). Literacy in the new media age. London: Routledge. Lankshear, C., & Knobel, M. (2011). New literacies: Everyday practices and social learning. Berkshire, England: Open University Press.
• Larson, L.C. (2010). Digital readers: The next chapter in e-Book reading and response. Reading Teacher, 64(1), 15-22.
• Lapp, D., Moss, B., & Rowsell, J. (2012). Envisioning new literacies through a lens of teaching and learning. Reading Teacher, 65(6), 367–377. https://doi.org/10.1002/TRTR.01055
• Leu, D.J., Jr. (2000). Literacy and technology: Deictic consequences for literacy education in an information age. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp.743–770). Mahwah, NJ: Erlbaum.
• Leu, DJ Jr, Kinzer C.K., Coiro J, & Cammack, D. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. In R.B. Ruddell & N.J. Unrau (eds) Theoretical models and processes of reading (5th ed., pp. 1570–1613). Newark, DE: International Reading Association.
• Leu, D. J. (2006). New literacies, reading research, and the challenges of change: A deictic perspective. (NRC Presidential Address). In J. Hoffman, D. Schallert, C. M. Fairbanks, J. Worthy, & B. Maloch (Eds.) The 55th Yearbook of the National Reading Conference (1-20). Milwaukee, WI: National Reading Conference.
• Leu, D.J., Everett-Cacopardo, H., Zawilinski, L., McVerry, J.G., O’Byrne, W. I. (2012). The new literacies of online reading comprehension. In C.A. Chapelle, (Ed.) The Encyclopedia of Applied Linguistics. (pp. 4239-4247). Oxford, UK: Wiley- Blackwell.
• Leu , D.J. , Kulikowich , J. , Sedransk , N. , & Coiro , J . ( 2009-2014 ). Assessing online reading comprehension: The ORCA Project. [Research grant funded by the U.S. Department of Education, Institute of Education Sciences]. Retrieved from www.orca.uconn.edu/orca-project/project-overview
• Leu, D. J., Kinzer, C. K., Coiro, J., Castek, J., & Henry, L. A. (2013). New literacies: A Dual-level theory of the changing nature of literacy, ınstruction, and assessment. In D. E. Alvermann, N. J. Unrau, & R. B. Ruddell (Eds.), Theoretical models and processes of reading (Sixth Edit., pp. 1150–1181). Newark, DE: International Reading Association.
• Leu , D.J. , Forzani , E. , Rhoads , C. , Maykel ,C. , Kennedy , C. , & Timbrell , N . (2014). The new literacies of online research and comprehension: Rethinking the reading achievement gap. Reading Research Quarterly, 50(1), 37-59.
• Leu, D. J., Slomp, D., Zawilinski, L. & Corrigan, J. (2016). Writing research from a new literacies lens. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.) Handbook of writing research (2nd ed.). New York, NY: Guilford Press.
• Leu, D. J., & Maykel, C. (2016). Thinking in new ways and in new times about reading. Literacy Research and Instruction, 55(2), 122–127. https://doi.org/10.1080/19388071.2016.1135388
• Leu, D. J., McVerry, O’Byrne, Kiili, C., & Zawilinski, L. (2011). The new literacies of online reading comprehension: Expanding the literacy and learning curriculum Donald. Journal of Adolescent & Adult Literacy, 55(1), 5–14. https://doi.org/10.1598/JA
• Leu, D. J., Zawilinski, L., Forzani, E., & Timbrell, N. (2015). Best practices in teaching the new literacies of online research and comprehension. In L.B. Gambrell & L.M. Morrow (Ed.), Best practices in literacy instruction (5th ed., pp. 343–364). New York: Guilford.
• Li, Y., & Ranieri, M. (2013). Educational and social correlates of the digital divide for rural and urban children: A study on primary school students in a provincial city of China. Computers & Education, 60(1), 197-209.
• Liu, C. C., Liu, K. P., Chen, W. H., Lin, C. P., & Chen, G. D. (2011). Collaborative storytelling experiences in social media: Influence of peer-assistance mechanisms. Computers & Education, 57(2), 1544-1556.
• Martin, A. (2006). Literacies for the digital age. In A. Martin & D. Madigan (Eds.), Digital literacies for learning (pp. 3-25). London, UK: Facet.
• McDermott, P., & Gormley, K. a. (2016). Teachers’ use of technology in elementary reading lessons. Reading Psychology, 37(1), 121–146. https://doi.org/10.1080/02702711.2015.1009592
• McGrail, E., & Davis, A. (2011). The influence of classroom blogging on elementary student writing. Journal of Research in Childhood Education, 25(4), 415-437.
• Milli Eğitim Bakanlığı. (2017). Türkçe dersi öğretim programı (İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar). Ankara: Milli Eğitim Basımevi. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=222 sayfasından erişilmiştir.
• Merchant, G. (2009). Literacy in virtual worlds. Journal of research in reading, 32(1), 38-56.
• New London Group (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60–92.
• OECD. (2001). Understanding the digital divide. Paris: OECD. Retreived from https://www.oecd.org/sti/1888451.pdf
• O’Neal, L. J., Gibson, P., & Cotten, S. R. (2017). Elementary school teachers’ beliefs about the role of technology in 21st-century teaching and learning. Interdisciplinary Journal of Practice, Theory, and Applied Research, 34(3), 1–15. https://doi.org/http://dx.doi.org/10.1080/07380569.2017.1347443
• Pang, S., Reinking, D., Hutchison, A., & Ramey, D. (2015). South Korean teachers ’ perceptions of integrating information and communication technologies into literacy instruction. Education Research International, 2015, 1-13.
• Passig, D., & Maidel-Kravetsky, J. (2016). The impact of collaborative online reading on summarizing skills. Education and Information Technologies, 21(3), 531–543. https://doi.org/10.1007/s10639-014-9337-5
• Pifarré, M., Li, L. (2012). Teaching how to learn with a wiki in primary education: What classroom interaction can tell us. Learning, Culture and Social Interaction, 1(2), 102-113.
• Pruden, M., Kerkhoff, S. N., Spires, H. A., & Lester, J. (2017). Enhancing writing achievement through a digital learning environment: Case studies of three struggling adolescent male writers. Reading & Writing Quarterly, 33(1), 1-19.
• Reardon, S. F., & Galindo, C. (2009). The Hispanic-White achievement gap in math and reading in the elementary grades. American Educational Research Journal, 46(3), 853-891.
• Reardon, S. F. (2011). The widening academic achievement gap between the rich and the poor: New evidence and possible explanations. In G. J. Duncan & R. J. Murnane (Eds.), Whither opportunity? Rising ınequality and the uncertain life chances of low-ıncome children (pp. 91–116). New York: Russell Sage Foundation. https://doi.org/10.3102/00028312042002305
• Rideout, V. J., Foehr, U. G., & Roberts, D. F. (2010). Generation M2: Media in the lives of 8- to 18- year-olds. Menlo Park, CA: Henry J. Kaiser Family Foundation.
• Sessions, L., Kang, M. O., & Womack, S. (2016). The neglected “R”: Improving writing instruction through iPad apps. TechTrends, 60(3), 218-225.
• Schmar-Dobler, E. (2003). Reading on the Internet: The link between literacy and technology. Journal of adolescent & adult literacy, 47(1), 80-85.
• Sormunen, E., González-Ibáñez, R., Kiili, C., Leppänen, P. T., Mikkilä-Erdmann, M., Erdmann, N., & Escobar-Macaya, M. (2018). A performance-based test for assessing students’ online ınquiry competences in schools. In S. Kurbanoğlu, et al. (Ed.), Proceedings of the European Conference on Information Literacy (ECIL). Communications in Computer and Information Science, vol 810 (pp. 673–682). Cham: Springer.
• Sylvester, R., & Greenidge, W. L. (2009). Digital storytelling: Extending the potential for struggling writers. The Reading Teacher, 63(4), 284-295.
• Taboada, A., & Guthrie, J. (2006). Contributions of student questioning and prior knowledge to construction of knowledge from reading information text. Journal of Literacy Research, 38(1), 1–35. https://doi.org/10.1207/s15548430jlr3801_1
• Türkiye İstatistik Kurumu (2016). Hanehalkı bilişim teknolojileri kullanım araştırması. http://www.tuik.gov.tr/PreHaberBultenleri.do?id=21779 sayfasından erişilmiştir.
• Türkiye İstatistik Kurumu (2013). 06-15 yaş grubu çocuklarda bilişim teknolojileri kullanımı ve medya. http://www.tuik.gov.tr/ PreHaberBultenleri.do?id=15866 sayfasından erişilmiştir.
• Yamaç, A., & Ulusoy, M. (2016). The effect of digital storytelling in improving the third graders' writing skills. International Electronic Journal of Elementary Education, 9(1), 59-86.
• Vasudevan, L., Schultz, K., & Bateman, J. (2010). Rethinking composing in a digital age: Authoring literate identities through multimodal storytelling. Written Communication, 27(4), 442-468.
• Van Dijk, J. A. (2006). Digital divide research, achievements and shortcomings. Poetics, 34(4), 221-235.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University.
• Walsh, M. (2010). Multimodal literacy: What does it mean for classroom practice?. Australian Journal of Language and Literacy, 33(3), 211-239.
• Wollscheid, S., Sjaastad, J., Tømte, C., & Løver, N. (2016). The effect of pen and paper or tablet computer on early writing–a pilot study. Computers & Education, 98, 70- 80.
• Wollscheid, S., Sjaastad, J., & Tømte, C. (2016). The impact of digital devices vs. Pen (cil) and paper on primary school students' writing skills–A research review. Computers & Education, 95, 19-35.
• Zawilinski, L. (2012). An exploration of a collaborative blogging approach to literacy and learning: A mixed method study (Unpublished doctoral dissertation). University of Connecticut, Storrs.