Do e-books mediate the construction of children as meaning-makers? Early childhood teachers’ views
Bibliographic record
Abstract
Purpose Although e-books have been widely studied, empirical evidence on their role as mediating tools that support children’s meaning-making remains limited. This study explores early childhood teachers’ perceptions of e-books as mediators of meaning-making among children aged 5–6 years. Design/methodology/approach This qualitative study employed semi-structured interviews with ten early childhood teachers who provided informed consent for the use and publication of their responses. Data were thematically analyzed through four stages: preparing analytic templates, managing data, handling transcriptions, and ensuring ethical treatment of data. Findings The findings indicate that well-designed e-books can stimulate children’s meaning-making abilities. Teachers emphasized that e-books function not merely as content delivery tools but as effective mediators that foster meaning through interaction, personal experience, and feedback. Originality/value This study contributes to early childhood literacy research by highlighting teachers’ perspectives on e-books as mediational tools in children’s meaning-making processes, offering pedagogical insights for integrating digital texts into early learning contexts.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.013 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.010 |
| Scholarly communication | 0.009 | 0.008 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".