{'fraction_non_alphanumeric': 0.02252391237272447, 'fraction_numerical': 0.005492132058006788, 'mean_word_length': 5.259559675550405, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Shuffle Lit!: Using iPod shuffles to encourage literacy experiences at home

Follow this and additional works at: http://newprairiepress.org/networks Part of the Curriculum and Instruction Commons, Elementary Education and Teaching Commons, Higher Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Education Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, and the Scholarship of Teaching and Learning Commons

comprehension and mental imagery. When Rodero (2012) studied how the presentation structure of audio stories determined how the listeners responded, she found that listeners created more mental images and paid more attention when they listened to more dramatic stories with dialogues, inflection, and sound effects. Stephen and Plowman (2008) observed preschool children as they attempted to listen to audio stories in the classroom. The children gained new knowledge in several curriculum areas including the ability to link written and spoken language, retell stories, and use language to respond to text; however, they often struggled with operating the equipment. For example, the preschoolers often could not determine how to rewind the audio tapes to play the stories from the beginning and struggled to utilize the headphones. Stephen and Plowman (2008) noticed that preschoolers often needed guided interactions with adults to utilize the equipment necessary to listen to the audio stories and to keep them engaged.
Teachers are using iPods to motivate students through activities that include recording and listening to podcasts; practicing vocabulary; acquiring the English language; and listening to classroom discussions, lectures, and audio books (Shen, 2005). For example, a large school district allowed English Language Learners (ELLs) in elementary and middle school to take home iPods to learn language and increase content knowledge (Liu, Navarrete, & Wivagg, 2014). In several elementary and middle schools in Middle Tennessee, ELLs who used iPods in the ELL classroom achieved proficient scores on end of the year reading and writing benchmark assessments and Accelerated Reading tests; however, ELLs who stayed in the regular classroom for reading instruction did not achieve proficient scores on these tests (Patten & Craig, 2006). An additional set of elementary school teachers provided students with iPods over a two-year period to model oral reading with high levels of phrasing and fluency that the students used to evaluate and critique their own oral texts (Kervin & Vardy, 2007). A school district in Texas provided iPod lessons to struggling pre-kindergarten students to increase language skills through repetition of instruction, opportunities to hear language spoken correctly, and practice correcting mispronounced words (Work, 2007). In a high-poverty school district in California, kindergarten ELLs who used iPod Shuffles to assist them while reading fictional and nonfictional texts displayed longer attention spans during silent reading time (Boeglin-Quintana & Donovan, 2013).
Previous research has documented positive outcomes when students listen to audio stories, participate in literacy experiences with family members, and utilize iPods to learn. Therefore, the kindergarten teacher/researcher in this study sought to investigate how these activities can be combined to encourage literacy experiences at home. The study was guided by three overarching research questions: 1. What preferences with regard to books, specific genres, and stories emerged as students worked with iPods? 2. Did any patterns appear that indicate equipment preferences, difficulties, and reading habits when working with iPods?
3. What information may be gleaned from the findings that may assist teachers and parents in promoting reading, literacy, and technology use?

Methods
A kindergarten teacher in Middle Tennessee sought to improve her teaching practice by using action research to investigate effective strategies for promoting literacy, family involvement, and technology use (Sagor, 2000). The 16 research participants were five and six years of age and enrolled in the researcher's kindergarten class. The participants represented various backgrounds and cultures but shared a common connection to the kindergarten classroom. The students included nine boys and seven girls from middle class families who represented the following ethnicities: Caucasian American, African American, African/Caucasian American, Hispanic, Indian, and Arabic. The teacher/researcher loaded four Apple iPod Shuffles with 29 audio stories. Table 1 displays the titles, authors, and lengths of the audio stories. The books were sourced from the teacher's classroom. Some of the books and audio stories were donated, and the teacher purchased the other resources based on cost, availability, and ease of read. The kindergarten students checked out the Shuffle Lit project materials for one week.
Each student took home a tote bag with an iPod Shuffle, print books, two types of headphones (stereo headphones and Apple earbuds), an iPod listening/reading log, and directions on how to use the iPod. The sources of data used to answer the three overarching research questions included iPod listening/reading logs, student informal interviews, and parent surveys (Table 2). Students were encouraged to read/listen to the books and audio stories as many times as they preferred during the week that they checked out the project materials. There was not a requirement for the number of times the students should listen/read. Each time a student used the iPod, a parent recorded the following information on the log: date, time, location, story title, whether or not the print book was used to follow along with the audio story, the set of headphones used, and student comments. The parents who did not understand English well enough to complete the logs and surveys were assisted by family members who were more fluent in the English language. Then, the teacher/researcher conducted informal interviews with the students to record their favorite stories and comments. Interview instruments were used to guide the interviews; however, due to the young age of the students, the interviews consisted of openended questions and the teacher/researcher extended the interviews based on the students' responses (Maykut & Morehouse, 1994). Finally, the parents of the kindergarten students completed surveys that were used to determine the perceptions of the parents and students. Due to the young age of the students, there were many descriptions, details, feelings, and perceptions that the students could not accurately record; therefore, the surveys helped to collect this type of data.
The data was coded using the data coding strategies described by Maykut and Morehouse (1994) who suggest that the researcher provide a code for each type of data, the source of the data, and the page number in the upper right-hand corner of each data page. The teacher/researcher carefully matched each participant's data source to his/her assigned number code to achieve accurate and anonymous results. The teacher/researcher analyzed the iPod logs, student interviews, and parent surveys by using the constant comparative method in an attempt to find relationships and patterns of information across categories to chunk together and gain conclusions (Maykut & Morehouse, 1994). As new units of meaning were selected for analysis, they were compared to other units of meaning and categorized and coded with similar units of meaning. Finally, the similar units of meaning that were chunked together were used to answer the study's three overarching questions. By comparing each child's three data sources and categorizing the types of questions before sorting the data into three types, the teacher/researcher ensured that the data was triangulated accurately to achieve valid, trustworthy results.

Findings iPod Experience
The participants were not required to have experience utilizing iPod Shuffles to qualify for participation in the Shuffle Lit project. The teacher/researcher provided the parents and students with written information and graphics that explained how to operate the iPods. When the parents were asked to rate their iPod skills, 12% of the parents had no experience with iPods, 38% of the parents knew the basics, 25% of the parents were moderately skilled, and 25% of the parents were advanced. In addition, the parents were asked to rate the following statement: It was The parents were surveyed to determine the appropriate time period that the students needed to complete the Shuffle Lit project. When the parents were asked if one week was long enough to complete the project, 76% of the parents agreed. Some of the parents stated that the students should be given two weeks to complete the project.

Convenient Times and Locations to Use the iPods and Books
On the surveys, the parents were asked to select the most convenient time for the students to use the iPods and books. The responses indicated that 55% of the families preferred to listen/read before dinner, 30% of the families preferred to listen/read before bedtime, and 15% of the families preferred to listen/read on the weekends. The iPod logs required the parents to list the location that their child listened to the stories. Most of the students preferred using the iPods in the living room (63%); however, sometimes the students listened to the iPods in the bedroom (21%), the kitchen (10%), the bonus room (3%), the car (2%), or a friend's house (1%).

Parent and Student Reactions to the Project
The survey data revealed that 94% of the parents agreed with the following statement: Overall, I feel that the Shuffle Lit project helped to encourage literacy experiences within my home. Most of the parents indicated that their children listened attentively and enjoyed the stories. Many of the students could easily operate the iPod; however, some of students needed help from a family member because they had trouble following along with the books while listening to the stories. A few of the parents indicated that their children laughed and made comments as they listened to the stories and songs. The audio recordings often prompted the children to discuss the books with family members. One student requested that his parents read the book to him again; therefore, the project encouraged additional family bonding and literacy experiences. During the student informal interviews, all of the students indicated that they enjoyed listening to the iPods at home.
The pros, cons, and suggestions section of the surveys gleaned some of the best information for improving the iPod project in the future. Table 3 displays information gleaned from the parents' survey responses. Record stories using the same audio level Provided a sense of accomplishment upon completion A few of the stories were read really fast; it was hard for the students to follow Reinforced reading skills learned at school Several students were frustrated with the earbuds Promoted independence and allowed students to choose stories Some students needed more time to complete the project (especially ELLs) Provided a variety of appropriate, enjoyable stories Stories were recorded at different audio levels; adjusted volume before each story Offered different narrators Some students could easily operate the iPods Music engaged students more Exposed students to books they did not have at home Encouraged excitement about reading Engaged students and helped eliminate distractions; students were more focused Provided family bonding time; students listened with family members using earbuds Offered cues to aid in learning to read Helped students to understand stories through pictures and audio Helped students read tricky words

Conclusions
Teachers and parents can use this research to support, implement, and/or improve educational techniques that allow students to utilize iPods to learn more effectively. While listening to audio books, the kindergarten students enjoyed following along with the corresponding print books. Therefore, if teachers can provide more books that accompany the iPods, students may be encouraged to listen to more stories. When selecting books and audio for an iPod project, teachers need to include age appropriate materials that are interesting to the students. In this study, students preferred the following stories: Curious George by H.A. Rey, words. The stereo headphones provided more comfort to the students and eliminated some frustration; however, the Apple earbuds allowed the students to share the listening experiences with other family members. Therefore, teachers could provide the students with both types of earphones to ensure project success.
It is imperative for teachers to maintain close communication with the parents of the students to reduce potential problems. Some of the parents indicated that their children needed assistance while trying to determine the order of the stories; however, the inability of the students to operate the iPod helped achieve a more family-centered learning experience. The written instructions and graphics on how to utilize the iPods and related equipment helped the parents and students who were not digital natives. One parent suggested that a screen on the iPod would help her child follow the order of the stories. This project utilized iPod Shuffles that were already purchased and nicer iPods would have required more money that was not necessary to spend at the onset of the project. However, teachers could provide a training course to the students and parents to help them successfully operate the iPods. Some parents explained that the various audio levels of the stories required them to adjust the sound between each story. If teachers are able to gain more money and resources, audio levels can be improved.
A parent of an ELL suggested that leveled reading books be provided for the students who have a difficult time understanding the English language. Teachers could provide all students with leveled reading books from the school's adopted reading series. Students could listen to the pronunciation of words and match auditory words to visual words. In addition, teachers could load iPods with stories in other languages and translations in English.
Many of the parents indicated that one week was not long enough to complete the Shuffle Lit project; therefore, students should be given at least two weeks to complete the project.
Teachers may have to provide the parents with reminders to prevent the project materials from getting misplaced or damaged during this extended time period. Since many of the students listened to the iPods more during the week than on the weekends, teachers may choose to collect the project materials each Friday and send them back home each Monday to maintain the materials and recharge the iPods.

Implications for Future Research
Future research is needed to determine the reading/listening preferences of older students.
In addition, researchers could track how students' reading/listening preferences change as they get older. Then, student preferences could be used to determine the books, audio stories, and technology to include in home literacy kits.

Implications for Teachers and Parents
The Shuffle Lit iPod project provided unique learning experiences that bridged the learning gap between home and school while encouraging literacy experiences at home. Through the iPod project, parents were provided with a way to reinforce literacy skills taught in the classroom while spending quality time with their children. Teachers can utilize iPods as instructional tools to engage and motivate students, increase attention spans, improve listening skills, broaden vocabulary, and expose students to new literature at home and school; therefore, teachers should consider incorporating an iPod project into their teaching plans. The Shuffle Lit iPod project provides teachers with a creative way to engage students in meaningful learning