Il lettore 'distratto'

Ackerman, Rakefet, e Morris Goldsmith. 2011. “Metacognitive regulation of text learning: On screen versus on paper.” Journal Of Experimental Psychology: Applied, 17 (1): 18-32. DOI: 10.1037/a0022086

Ackerman, Rakefet, e Tirza Lauterman. 2012. “Taking reading comprehension exams on screen or on paper? A metacognitive analysis of learning texts under time pressure.” Computers in Human Behavior, 28 (5): 1816-1828. DOI: 10.1016/j.chb.2012.04.023

Adams, Marilyn J. 2010–2011 Winter. “Advancing our students' language and literacy: The challenge of complex texts.” American Educator, 34 (4): 3-11.

Afflerbach, Peter, e Byeong-Young Cho. 2009a. “Determining and describing reading strategies: Internet and traditional forms of reading”. In Metacognition, strategy use, and instruction, a cura di Harriet S. Waters, e Wolfgang Schneider, 201-225. New York, NY: Guilford.

Afflerbach, Peter, e Byeong‐Young Cho. 200b. “Identifying and describing constructively responsive comprehension strategies in new and traditional forms of reading”. In Handbook of reading comprehension research, a cura di Susan E. Israel, e Gerald G. Duffy, 69-90. Mahwah, NJ: Erlbaum. DOI: 10.4324/9781315759609

Afflerbach, Peter, Pearson David, e Scott Paris. 2017. “Skills and strategies. Their differences, their relationships, and why they matter”. In Improving reading comprehension through metacognitive reading instruction, a cura di Kouider Mokhtari, 33-48. Lanham, MD: Roman and Littlefield.

Agusti, Marta F., Velasco Margarida R., e María J. Serrano. 2011. “E-Learning: Psycho-pedagogical utility, usability and accessibility criteria from a learner centred perspective”. In Handbook of research on e-learning standards and interoperability: Frameworks and issues, a cura di Fotis Lazarinis, Steve Green, e Elaine Pearson, 419-434. Hershey, PA: Information Science Reference. DOI: 10.4018/978-1-61692-789-9.ch021

AIE-MIUR. 2019. Indagine conoscitiva 7^ Commissione Senato impatto del digitale sui processi di apprendimento. I dati dell’osservatorio aie sul digitale nella didattica, Audizione in videoconferenza.

AIE-Nielsen. 2021. Lo stato del libro in Italia e in Europa nell’anno della pandemia.

Alter, Adam. 2017. Irresistible: The rise of addictive technology and the business of keeping us hooked.

Altmann, Erik M., Trafton J. Gregory, e David Z. Hambrick. 2014. “Momentary interruptions can derail the train of thought.” Journal of Experimental Psychology: General, 143 (1): 215-226. DOI: 10.1037/a0030986

Alves, Rubem A. 2009. A pedagogia dos caracóis. São Paulo: Verus.

Amadieu, Franck, Van Gog Tamara, Paas Fred, Tricot André, e Claudette Mariné. 2009. “Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning.” Learning and Instruction, 19 (5): 376-386. DOI: 10.1016/j.learninstruc.2009.02.005

Ambra, Marco. 2015. “Resistere al colonialismo interstiziale. Intervista a Roberto Casati.” In Teste e colli. Cronache dell’istruzione ai tempi della Buona Scuola, a cura di Marco Ambra, 92-107. ebook de «Il lavoro culturale».

Anderson, Chris. 2010. La coda lunga. Da un mercato di massa a una massa di mercati. Torino: Codice.

Anderson, John R. 2009. Cognitive Psychology and its Implications (7th edn.). New York: Worth.

Anderson, Michael L. 2010. “Neural reuse: A fundamental organizational principle of the brain.” Behavioral and Brain Sciences, 33 (4): 245-266. DOI: 10.1017/S0140525X10000853

Anderson, Monica, e Jingjing Jiang. 2018. “Teens, social media & technology 2018.” Pew Research Center, 31 maggio, 2018.

Anderson, Sam. 2009. “In defense of distraction. Twitter, Adderall, lifehacking, mindful jogging, power browsing, Obama’s BlackBerry, and the benefits of overstimulation.” New York Magazine, 17 maggio, 2009.

Andresen, Anette, Anmarkrud Øistein, e Ivar Bråten. 2019. “Investigating multiple source use among students with and without dyslexia.” Reading and Writing, 32 (5): 1149-1174. DOI: 10.1007/s11145-018-9904-z

Anichini, Alessandra. 2013. “Libri di scuola e lettura digitale. Proposte di ricerca.” Form@re - Open Journal Per La Formazione in Rete, 13 (4): 5-14. DOI: 10.13128/formare-14225

Anmarkrud, Øistein, Brante Eva W., e Anette Andresen. 2018. “Potential processing challenges of Internet use among readers with dyslexia”. In Handbook of multiple source use, a cura di Jason L. G. Braasch, Ivar Bråten, e Matthew T. McCrudden, 117-132. New York: Routledge.

Anmarkrud, Øistein, Bråten Ivar, e Helge I. Strømsø. 2014. “Multiple-documents literacy: Strategic processing, source awareness, and argumentation when reading multiple conflicting documents.” Learning and Individual Differences, 30: 64-76. DOI: 10.1016/j.lindif.2013.01.007

Anstey, Michele, e Geoff Bull. 2006. Teaching and Learning Multiliteracies. Newark, NJ: International Reading Association.

Antinucci, Francesco. 1993. “Summa hypermedialis (per una teoria dell’hypermedia).” Sistemi Intelligenti, 5 (2): 227-257.

Arendt, Hannah. 2009. Il pescatore di perle: Walter Benjamin (1892-1940). Milano: SE.

Ariely, Dan, e Gregory S. Berns. 2010. “Neuromarketing: The hope and hype of neuroimaging in business.” Nature Reviews Neuroscience, 11 (4): 284-292. DOI: 10.1038/nrn2795

Azevedo, Roger. 2005. “Using Hypermedia as a Metacognitive Tool for Enhancing Student Learning? The Role of Self-Regulated Learning.” Educational Psychologist, 40 (4): 199-209. DOI: 10.1207/s15326985ep4004_2

Azevedo, Roger, Behnagh Reza, Duffy Melissa, Harley Jason, e Gregory Trevors. 2013. “Metacognition and self-regulated learning in student-centered leaning environments”. In Theoretical foundations of learning environments, a cura di Susan Land, e David Jonassen, 171-197. Mahwah, NJ: Lawrence Erlbaum.

Azmuddin, Ruhil A., Nor Fariza, e Afendi Hamat. 2017. “Metacognitive online reading and navigational strategies by science and technology university students.” GEMA Online Journal of Language Studies, 17 (3): 18-36. DOI: 10.17576/gema-2017-1703-02

Baccino, Thierry, e Valérie Drai-Zerbib. 2012. “L’usage des tablettes numériques: évaluation ergonomique.” Université Paris VIII – laboratoire Chart/Lutin.

Bach, François, Houdé Olivier, Léna Pierre, e Serge Tisseron. 2013. L’Enfant et les écrans. Un avis de l’Académie des sciences. Paris: Éditions Le Pommier.

Baddeley, Alan D., e Robert H. Logie. 1999. “Working Memory: The multiple-component model”. In Models of Working Memory, a cura di Akira Miyake, e Priti Shah, 28-61. New York: Cambridge University Press.

Baek, Eun-Ok, e James Monaghan. 2013. “Journey to textbook affordability: an investigation of students’ use of etextbooks at multiple campuses.” International Review of Research in Open & Distance Learning, 14 (3): 1-26. DOI: 10.19173/irrodl.v14i3.1237

Baeza-Yates, Ricardo. 2018. “Bias on the web.” Communications of the ACM, 61 (6): 54-61. DOI: 10.1145/3209581

Balbinot, Valeria, Toffol Giacomo, e Giorgio Tamburlini. 2016. “Tecnologie digitali e bambini: un’indagine sul loro utilizzo nei primi anni di vita.” Medico e Bambino, 10: 631-636.

Ballatore, Andrea, e Simone Natale. 2015. “E-readers and the death of the book: Or, new media and the myth of the disappearing medium.” New Media & Society, 18 (10): 2379-2394. DOI: 10.1177/1461444815586984

Baricco, Alessandro. 2008. I barbari: saggio sulla mutazione. Milano: Feltrinelli. Kindle edition.

Baricco, Alessandro. 2010. “2026, la vittoria dei barbari.” La Repubblica, 26 agosto, 2010.

Baricco, Alessandro. 2018. The Game. Torino: Einaudi.

Baron, Naomi S. 2008. Always On: Language in an Online and Mobile World. New York: Oxford University Press.

Baron, Naomi S. 2013a. “Reading in print versus onscreen: better, worse, or about the same”. In Discourse 2.0: Language and New Media, a cura di Deborah Tannen, e Anna M. Trester, 201-224. Washington, DC: Georgetown University Press.

Baron, Naomi S. 2013b. “Redefining Reading: The Impact of Digital Communication Media.” PMLA – Modern Language Association, 1 (128): 193-200. DOI: 10.1632/pmla.2013.128.1.193

Baron, Naomi S. 2015. Words onscreen. New York: Oxford University Press.

Baron, Naomi S. 2016. “Why Digital Reading Is No Substitute for Print.” New Republic, 20 luglio, 2016.

Baron, Naomi S. 2021. How we read now. New York: Oxford University Press. Kindle edition.

Baron, Naomi S., Calixte, Rachelle M., e Mazneen Havewala. 2017. “The persistence of print among university students: An exploratory study.” Telematics and Informatics, 34 (5): 590-604. DOI: 10.1016/j.tele.2016.11.008

Barsky, Elena, e Judit Bar-Ilan. 2012. “The impact of task phrasing on the choice of search keywords and on the search process and success.” Journal of the American Society for Information Science and Technology, 63 (10): 1987-2005. DOI: 10.1002/asi.22654

Barthes, Roland. 1973. Le plaisir du texte. Paris: Seuil.

Bartholomae, David, Petrosky Anthony, e Stacey Waite. 2017. Ways of reading: An anthology for writers (11th Edition). Boston, MA: Bedford St. Martin’s.

Barzilai, Sarit, e Anat Zohar. 2012. “Epistemic thinking in action: Evaluating and integrating online sources.” Cognition and Instruction, 30 (1): 39-85. DOI: 10.1080/07370008.2011.636495

Barzilai, Sarit, e Yoram Eshet-Alkalai. 2015. “The role of epistemic perspectives in comprehension of multiple author viewpoints.” Learning and Instruction, 36: 86-103. DOI: 10.1016/j.learninstruc.2014.12.003

Barzilai, Sarit, Zohar Anat, e Shiri Mor-Hagani. 2018. “Promoting integration of multiple texts: A review of instructional approaches and practices.” Educational Psychology Review, 30 (3): 973-999. DOI: 10.1080/07370008.2011.636495

Barzillai, Mirit, e Jenny M. Thomson. 2018. “Children learning to read in a digital world.” First Monday, 23 (10): 1-10. DOI: 10.5210/fm.v23i10.9437

Barzillai, Mirit, Thomson Jenny M., Schroeder Sascha, e Paul van den Broek, a cura di. 2018. Learning to read in a digital world. Philadelphia, PA: John Benjamins. DOI: 10.1075/swll.17

Bassy, Alain M., e Alain Séré. 2010. “Le manuel scolaire à l’heure du numérique, une ‘nouvelle donne’ de la politique des ressources pour l’enseignement.” IGAENR–IGEN.

Battro, Antonio M., e Percival J. Denham. 2010. Verso un’intelligenza digitale. Milano: Ledizioni.

Bauerlein, Mark. 2008. The Dumbest Generation: How the Digital Age Stupefies Young Americans And Jeopardizes our Future (or, Don’t Trust Anyone under 30). New York: Tarcher/Penguin.

Baumann, James F., Seifert-Kessel Nancy, e Leah A. Jones. 1992. “Effect of think-aloud instruction on elementary students’ comprehension monitoring abilities.” Journal of Reading Behavior, 24: 143-172. DOI: 10.1080/10862969209547770

Baumgartner, Susanne E., van der Schuur Winneke A., Lemmens, Jeroen S., e Fam te Poel. 2018. “The relationship between media multitasking and attention problems in adolescents: Results of two longitudinal studies.” Human Communication Research, 44: 3-30. DOI: 10.1093/hcre.12111

Bawarshi, Anis S. 2003. Genre and the invention of the writer: Reconsidering the place of invention in composition. Logan, UT: Utah State University Press.

Bean, John C. 1996. Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. San Francisco: Jossey-Bass Publishers.

Beghtol, Clare. 2001. “The concept of genre and its characteristic.” Bulletin of ASIST, 27 (2): 17-19. DOI: 10.1002/bult.192

Bellur, Saraswathi, Nowak Kristine L., e Kyle S. Hull. 2015. “Make it our time: In class multitaskers have lower academic performance.” Computers in Human Behavior, 53: 63-70. DOI: 10.1016/j.chb.2015.06.027

Belpoliti, Marco. 2012. “Perché non ricordo gli ebook?.” Doppiozero, 9 luglio, 2012.

Belpoliti, Marco. 2019. “Leggere e scrivere.” Medium, 20 gennaio, 2019.

Benedetto, Simone, Carbone Andrea, Pedrotti Marco, Le Fevre Kevin, Yahia Bey Linda A., e Thierry Baccino. 2015. “Rapid serial visual presentation: The case of Spritz.” Computers in Human Behavior, 45: 352-358. DOI: 10.1016/j.chb.2014.12.043

Benjamin, Walter. 1936. “Das Kunstwerk im Zeitalter seiner technischen Reproduzierbarkeit.” Zeitschrift für Sozialforschung, 5 (1): 40-66.

Benjamin, Walter. 1976. “Di alcuni motivi in Baudelaire e Il narratore. Considerazioni sull'opera di Nikolaj Leskov.” In Angelus Novus, Torino, Einaudi.

Benjamin, Walter. 2006. Strada a senso unico. Torino: Einaudi.

Benjamin, Walter. 2012. Aura e choc. Saggi sulla teoria dei media. Torino: Einaudi.

Benkler, Yochai. 2007. La ricchezza della rete. La produzione sociale trasforma il mercato e aumenta le libertà. Milano: Università Bocconi Editore.

Bennet, Sue, Maton, Karl, e Lisa Kervin. 2008. “The ‘digital natives’: A critical review of the evidence”. British Journal of Educational Technology, 39 (5): 775-786. DOI: 10.1111/j.1467-8535.2007.00793.x

Ben-Yehudah, Gal, e Yoram Eshet-Alkalai. 2014. “The influence of text annotation tools on print and digital reading comprehension”. In Learning in the Technological Era. Proceedings of the 9th Chais Conference for Innovation in Learning Technologies, 11-12 February 2014, a cura di Yoram Eshet-Alkalai, Avner Caspi, Nitza Geri, Yoram Kalman, Vered Silber-Varod, e Yoav Yair, 28-35. Raanana, Israel: Open University Press.

Ben-Yehudah, Gal, e Yoram Eshet‐Alkalai. 2021. “Print versus digital reading comprehension tests: does the congruency of study and test medium matter?” British Journal of Educational Technology, 52 (1): 426-440. DOI: 10.1111/bjet.13014

Ben-Yehudah, Gal, Hautala Jarkko, Padeliadu Susana, Antoniou Faye, Petrová Zuzana, Leppänen Paavo, e Mirit Barzillai. 2018. “Affordances and challenges of digital reading for individuals with different learning profiles”. In Learning to read in a digital world, a cura di Mirit Barzillai, Jenny Thomson, Sascha Schroeder, e Paul van der Broek, 121-140. Amsterdam: John Benjamins. DOI: 10.1075/swll.17.05ben

Berge, Kjell L., Evensen Lars S., e Ragnar Thygesen. 2016. “The Wheel of Writing: A model of the writing domain for the teaching and assessing of writing as a key competency.” The Curriculum Journal, 27 (2): 172-189. DOI: 10.1080/09585176.2015.1129980

Berns, Gregory S., Blaine Kristina, Prietula Michael, e Brandon E. Pye. 2013. “Short- and Long-Term Effects of a Novel on Connectivity in the Brain.” Brain Connectivity, 3 (6): 590-600. DOI: 10.1089/brain.2013.0166

Bernstein, Jeremy. 1990. Uomini e macchine intelligenti. Milano: Adelphi.

Berry, Anne S., Zanto Theodore P., Rutman Aaron M., Clapp Wesley C., e Adam Gazzaley. 2009. “Practice-related improvement in working memory is modulated by changes in processing external interference.” Journal of Neurophysiology, 102 (3): 1779-89. DOI: 10.1152/jn.00179.2009

Beschorner, Beth, e Amy C. Hutchison. 2013. “iPads as a literacy teaching tool in early childhood.” International Journal of Education in Mathematics, Science and Technology, 1 (1): 16-24.

Bezemer, Jeff, e Gunther Kress. 2016. Multimodality, learning and communication: A social semiotic frame. London, UK: Routledge.

Biancarosa, Gina, e Gina G. Griffiths. 2012. “Technology tools to support reading in the Digital Age.” The Future of Children, 22 (2): 139-160. DOI: 10.1353/foc.2012.0014

Birkerts, Sven. 1994. The Gutenberg elegies: The fate of reading in an electronic age. New York: Fawcett Columbine.

Block, Cathy C., e Susan E. Israel. 2004. “The ABCs of performing highly effective Think Alouds.” The Reading Teacher, 58 (2): 154-167. DOI: 10.1598/RT.58.2.4

Blok, Henk, Oostdam Ron, Otter Martha, e Marianne Overmaat. 2002. “Computer-assisted instruction in support of beginning reading instruction: A review.” Review of Educational Research, 72 (1): 101-130. DOI: 10.3102/00346543072001101

Bogost, Ian. 2021. “Why Are Ebooks So Terrible?.” The Atlantic, 14 settembre, 2021.

Bohannon, John. 2011. “Searching for the Google Effect on People's Memory.” Science, 333 (6040): 277-277. DOI: 10.1126/science.333.6040.277

Bologna, Emanuela, Lorè Barbara M. R., Macchia Stefania, e Sante Orsini. 2020. “Un nuovo approccio per i test cognitivi: l’esperienza sull’indagine ‘Aspetti della vita quotidiana’. Istat Working Papers No. 2.

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Bonaiuti, Giovanni, Calvani Antonio, Maria Ranieri. 2016. Fondamenti di didattica. Teoria e prassi dei dispositivi formativi. Roma: Carocci.

Bonini, Tiziano. 2019. “La vita sociale dei media.” Doppiozero, 12 gennaio, 2019.

Borges, Jorge L. 1944. “Il giardino dei sentieri che si biforcano.” In Finzioni. Torino: Einaudi.

Borges, Jorge L. 1955. La biblioteca di Babele. Torino: Einaudi.

Borges, Jorge L. 2003. L’Aleph. Milano: Feltrinelli.

Borrione, Paola, Abburrà Luciano, e Roberto Trinchero. 2011. Ocse-Pisa 2009: i risultati del Piemonte a confronto con le altre regioni italiane e straniere. Torino: Ires Piemonte.

Bottino, Rosa M. 2013. “Libri di testo digitali per l’apprendimento”. In Pedagogia nell’era digitale, a cura di Donatella Persico, e Vittorio Midoro, 58-64. Ortona: Menabò.

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Boyles, Nancy. 2013. “Closing in on Close Reading.” Educational Leadership, 70 (4): 36-41.

Braasch, Jason L., e Ivar Bråten. 2017. “The discrepancy-induced source comprehension (D-ISC) model: Basic assumptions and preliminary evidence.” Educational Psychologist, 52 (3): 167-181. DOI: 10.1080/00461520.2017.1323219

Bråten, Ivar, e Helge I. Strømsø. 2006. “Epistemological beliefs, interest, and gender as predictors of Internet-based learning activities.” Computers in Human Behavior, 22 (6): 1027-1042. DOI: 10.1016/j.chb.2004.03.026

Bråten, Ivar, Britt Anne M., Strømsø Helge I., e Jean-François Rouet. 2011. “The role of epistemic beliefs in the comprehension of multiple expository texts: Toward an integrated model.” Educational Psychologist, 46 (1): 48-70. DOI: 10.1080/00461520.2011.538647

Bråten, Ivar, Strømsø Helge I., e Anne M. Britt. 2009. “Trust matters: Examining the role of source evaluation in students’ construction of meaning within and across multiple texts.” Reading Research Quarterly, 44 (1): 6-28. DOI: 10.1598/RRQ.44.1.1

Bråten Ivar, Strømsø Helge I., e Leila E. Ferguson. 2016. “The Role of Epistemic Beliefs in the Comprehension of Single and Multiple Texts”. In Handbook of Individual Differences in Reading: Reader, Text, and Context, a cura di Peter Afflerbach, 67-79. Routledge, New York, NY.

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Calvani, Antonio. 2007. “Evidence based education: ma «funziona» il «che cosa funziona»?.” Je-LKS – Journal of e-Learning, and Knowledge Management, 3 (3): 139-146. DOI: 10.20368/1971-8829/766

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Cardarello, Roberta. 2010. “Libri e pratiche di lettura: la comprensione nell’infanzia”. In Attraversare boschi narrativi. Tra didattica e formazione, a cura di Flavia Bacchetti, 57-87. Napoli: Liguori.

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Carillo, Ellen C. 2017. A writer's guide to mindful reading: Practice and pedagogy. Fort Collins, CO: The WAC Clearinghouse and University Press of Colorado. DOI: 10.37514/PRA-B.2017.0278

Carillo, Ellen C. 2019. “Navigating this perfect storm”. Pedagogy, 19 (1): 135-59. DOI: 10.1215/15314200-7173805

Carioli, Stefania. 2013. “La lettura online come nuova dimensione della literacy.” Formazione & Insegnamento, 10 (3): 189-197.

Carioli, Stefania. 2014. “Verso una pedagogia innovativa della lettura: codici testuali e codici digitali.” Studi sulla formazione, 17 (2): 105-117. DOI: 10.13128/Studi_Formaz-16183

Carioli, Stefania. 2015. “Nel labirinto dei link. Dai “vincoli” della linearità alla complessità della lettura online.” Tesi di dottorato. Università degli Studi di Firenze.

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