Across Textual Landscapes: The Role of Affect During Digital Reading Encounters

Abstract This article addresses questions related to how the change in textual landscape, from paper-based books electronic books, has an effect on teaching of reading early childhood classrooms as well digital devices relate different aspects instruction. Drawing theoretical concept affect, purpose is expand knowledge about processes experiencing literary texts that are enacted and produced a Swedish classroom when teacher six-year-old students encounter narrative texts. The study draws ethnographical methods collect empirical material using video recording, field notes, small interviews with children. documentation includes both individual collaborative narratives. Discussed intersection between envisionment results show e-book activities create multiple differing reading. metacognitive initiated by teacher’s instruction strategies distance student text, while embodied sense-making closeness text seems be vital narratives worlds. These findings may contribute educational edu-political discussions pedagogical rationales for which dynamic essential relation body, space, made prominent.