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Reading and Writing in the Digital Age: Supporting Language and Literacy Development for Students

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A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Language and Literacy Education".

Deadline for manuscript submissions: closed (1 October 2025) | Viewed by 21244

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Special Issue Editors

Dr. Penelope Collins

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Guest Editor

School of Education, University of California, Irvine, CA 92697, USA
Interests: reading development; education for second and dual language learners; early childhood; adolescent literacy; higher education; digital literacy; writing; academic language; literacy interventions

Dr. Dandan Yang

E-Mail Website
Guest Editor

School of Education and Information Studies, University of California Los Angeles, Los Angeles, CA 90095, USA
Interests: digital storybooks; educational technology; English as a second/foreign language; parent-child interactions; language acquisition; reading and writing development

Special Issue Information

Dear Colleagues,

The rapid advancement of digital technologies has transformed the landscape of education, offering unprecedented opportunities to enhance language and literacy development. From early childhood to higher education, students are increasingly immersed in digital environments, using a diverse range of digital tools and platforms to read, write, and communicate. This Special Issue seeks to explore the complex interplay between digital technologies, pedagogical practices, and language and literacy development, both in formal and informal learning contexts. We encourage submissions that consider the diverse linguistic backgrounds and needs of learners at any age (early childhood–college), as well as the challenges and opportunities presented by digital technologies for students from marginalized communities.

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

Personalized Learning: How can technology be used to personalize language and literacy instruction, tailoring learning experiences to individual student needs and abilities?
Digital Tools and Literacy: What are the most effective digital tools and applications for developing reading comprehension, writing skills, and critical thinking?
Critical Digital Literacy: How can educators and parents foster critical thinking and media literacy skills in the digital age, particularly for students from diverse linguistic and cultural backgrounds?
Generative AI and Language and Literacy Learning: How can generative AI be used to support students’ language and literacy development, such as including students with disabilities? What pedagogical approaches can be used to foster reading comprehension, writing, or language skills? How can AI be used to support students with diverse cultural and linguistic backgrounds?
Digital Literacy and Multilingualism: How can technology be used to support multilingual learners' language and literacy development in both home and school settings? What are the challenges and opportunities for multilingual education in the digital age?
Home–School Partnerships: How can technology be used to foster partnerships between home and school to support students' language and literacy development, particularly for multilingual learners and students from diverse cultural backgrounds?
Inclusive Education: How can technology be used to create inclusive learning environments for students with diverse needs and abilities, including multilingual learners and students from marginalized communities?
Equity and Access: How can technology be used to bridge the digital divide and ensure equitable access to high-quality language and literacy education?
The Future of Learning: What are the future trends in language and literacy education in the digital age? How can we prepare students for the challenges and opportunities of the 21st century, particularly in terms of linguistic diversity and digital equity?

We look forward to receiving your contributions.

Deadline for abstract submissions: 31 May 2025

Dr. Penelope Collins
Dr. Dandan Yang
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

digital literacy
technology for reading and writing
language and literacy development
personalized learning
multilingualism
linguistic diversity
AI
equity
digital tools

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Published Papers (9 papers)

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Research

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25 pages, 1396 KB

Open AccessArticle

Integrating Reading, Writing, and Digital Tools in Science: A Participatory-Design Study of the InSPECT Framework

by Andrew H. Potter, Tracy Arner, Kathryn S. McCarthy and Danielle S. McNamara

Educ. Sci. 2026, 16(1), 6; https://doi.org/10.3390/educsci16010006 - 19 Dec 2025

Viewed by 1045

Abstract

The purpose of this study was to engage high school science teachers as co-design partners in refining and extending instructional frameworks to support multiple-document reading and writing in science classrooms. Using a participatory mixed-methods design, the project adapted the InSPECT framework for secondary science, developed professional development (PD) materials to introduce the framework, and explored the role of generative artificial intelligence (AI) in lesson planning. Five virtual focus group sessions guided the co-design of PD activities, followed by a pilot implementation in one biology classroom. Data included focus group and interview transcripts, surveys, and student work artifacts. Analyses examined teachers’ perceptions of PD features, framework usability, and student engagement. Teachers valued PD that was practical, relevant, and feasible within classroom constraints and described the frameworks as clear, stepwise structures that supported lesson design and literacy integration. Student work showed that paraphrasing was an accessible entry point, while bridging, elaboration, and source evaluation required additional modeling. Teachers viewed generative AI as a promising planning aid but expressed concerns about accuracy and ethics. Findings informed revisions emphasizing discipline-specific exemplars, scaffolds for higher-order strategies, and AI-literacy modules, illustrating how participatory design can yield feasible, teacher-centered PD. Full article

(This article belongs to the Special Issue Reading and Writing in the Digital Age: Supporting Language and Literacy Development for Students)

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17 pages, 287 KB

Open AccessArticle

How Generative AI Is Reshaping Student Writing: A Data-Driven Perspective for Writing Instructors

by Maryam Eslami, Penelope Collins and Bradley Queen

Educ. Sci. 2026, 16(1), 1; https://doi.org/10.3390/educsci16010001 - 19 Dec 2025

Cited by 1 | Viewed by 3168

Abstract

Generative AI has rapidly entered college writing classrooms, raising practical questions about how student texts are changing and what that means for instruction. This study analyzes 255 final-draft analytical essays written in first-year writing classes across three instructional contexts—pre-Gen-AI (Winter/Spring 2022), AI-prohibited, and AI-permitted with specified uses (Winter/Spring 2024). We combined holistic quality ratings of essays with Coh-Metrix indices of writing volume, lexicality, referential cohesion, and syntax. Analytically, we estimated a regression of essay quality on class type and demographics, and MANCOVAs (with essay score and demographics as covariates) for the four linguistic constructs. Essay quality did not differ by AI policy. However, compared to 2022, essays of AI-permitted classes were organized into fewer but shorter paragraphs; displayed greater lexical diversity and used less frequent, less familiar vocabulary; showed lower local and global anaphor overlap (other cohesion indices were stable); and exhibited lower verb-phrase, passive, and negation densities but higher gerund density. We interpret these as selective redistributions of linguistic resources rather than uniform gains or losses. For instructors, the actionable implication is two-fold: leverage AI-era gains in lexical precision while explicitly teaching referential continuity and clause-level strategies that sustain argumentative coherence. Full article

(This article belongs to the Special Issue Reading and Writing in the Digital Age: Supporting Language and Literacy Development for Students)

25 pages, 1456 KB

Open AccessArticle

AI-Generated Tailor-Made Pedagogical Picture Books: How Close Are We?

by Branislav Bédi, Hakeem Beedar, Belinda Chiera, Cathy Chua, Stéphanie Geneix-Rabault, Vanessa Kreusch, Christèle Maizonniaux, Manny Rayner, Sophie Rendina, Emily Ryan-Cooper, Vladyslav Sukhyi, Ivana Vargova, Sarah Wright, Chunlin Yao and Rina Zviel-Girshin

Educ. Sci. 2025, 15(12), 1704; https://doi.org/10.3390/educsci15121704 - 17 Dec 2025

Viewed by 1371

Abstract

Illustrated digital picture books are widely used for second-language reading and vocabulary growth. We ask how close current generative AI (GenAI) tools are to producing such books on demand for specific learners. Using the ChatGPT-based Learning And Reading (C-LARA) platform with GPT-5 for text/annotation and GPT-Image-1 for illustration, we ran three pilot studies. Study 1 used six AI-generated English books glossed into Chinese, French, and Ukrainian and evaluated them using page-level and whole-book Likert questionnaires completed by teachers and students. Study 2 created six English books targeted at low-intermediate East-Asian adults who had recently arrived in Adelaide and gathered student and teacher ratings. Study 3 piloted an individually tailored German mini-course for one anglophone learner, with judgements from the learner and two germanophone teachers. Images and Chinese glossing were consistently strong; French glossing was good but showed issues with gender agreement, register, and naturalness of phrasing; and Ukrainian glossing underperformed, with morphosyntax and idiom errors. Students rated tailored English texts positively, while teachers requested tighter briefs and curricular alignment. The German pilot was engaging and largely usable, with minor image-consistency and cultural-detail issues. We conclude that for well-supported language pairs (in particular, English–Chinese), the workflow is close to classroom/self-study usability, while other language pairs need improved multi-word expression handling and glossing. All resources are reproducible on the open-source platform. We adopt an interdisciplinary stance which combines aspects taken from computer science, linguistics, and language education. Full article

(This article belongs to the Special Issue Reading and Writing in the Digital Age: Supporting Language and Literacy Development for Students)

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19 pages, 1029 KB

Open AccessArticle

Advancing Formative Assessment: Using Natural Language Processing Within a Sociocultural Context to Measure Multilingual Student Science Word Knowledge

by Holland P. Kowalkowski, Jose Palma, Cinthia B. Herrera, Doris Luft Baker, Zhongdi Wu and Eric C. Larson

Educ. Sci. 2025, 15(12), 1668; https://doi.org/10.3390/educsci15121668 - 11 Dec 2025

Viewed by 1827

Abstract

This study investigates how natural language processing (NLP) can support the assessment and learning of science vocabulary among multilingual and multicultural learners, drawing on data from two federally funded studies in the United States. Students define and use target vocabulary in a sentence, with responses transcribed and scored using NLP tools. Employing a mixed-methods design and guided by established socioecological theoretical frameworks, we examine how students’ sociocultural contexts and background knowledge influence their understanding of science word knowledge and applicability. Our findings highlight both the potential and challenges of using AI tools in equitable and culturally responsive ways, offering insights to improve NPL-based assessment tools that support literacy teaching and learning in diverse student populations. Full article

(This article belongs to the Special Issue Reading and Writing in the Digital Age: Supporting Language and Literacy Development for Students)

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16 pages, 1278 KB

Open AccessArticle

Screens with Stories: Productive Digital Reading for Children?

by Adriana G. Bus, Kees Broekhof, Christiaan Coenraads and Bora Ugurlu

Educ. Sci. 2025, 15(12), 1663; https://doi.org/10.3390/educsci15121663 - 10 Dec 2025

Viewed by 1002

Abstract

With support from European funding, a digital picture book library was developed to assist families with limited access to age-appropriate books in a familiar language. This study examines how a multilingual group of families engaged with the library. Specifically, it investigates the frequency of visits, the range of titles accessed, the extent of rereading, the navigational strategies used to support comprehension, and the languages chosen during reading. Log data were collected over approximately four months in two kindergarten groups (28 users) and one childcare center serving 3-year-old children (48 users). About one-third of participants read at least one complete book, although most did so only once or a few times. Among families who used the library more consistently, all titles were accessed, and many were reread. Some users showed remarkable navigation patterns: they repeatedly revisited early scenes, suggesting a self-guided strategy for building familiarity before progressing through the story. Despite the multilingual backgrounds of the families, books were read predominantly in the societal language. Overall, the findings suggest that the digital library is appealing to families and, when implemented on a broader scale, has the potential to support the language development of a substantial number of children. Full article

(This article belongs to the Special Issue Reading and Writing in the Digital Age: Supporting Language and Literacy Development for Students)

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24 pages, 332 KB

Open AccessArticle

Advancing Translational Science Through AI-Enhanced Teacher Learning for Early Language and Composing

by JeanMarie Farrow, Michael James Farrow and Chenyi Zhang

Educ. Sci. 2025, 15(11), 1496; https://doi.org/10.3390/educsci15111496 - 5 Nov 2025

Viewed by 1035

Abstract

Composing in early childhood classrooms offers a critical opportunity to strengthen children’s language skills, yet many teachers feel underprepared to provide this instruction. This study examines whether an AI-enhanced digital platform (L4C) can serve as a sustainable, community-based professional development model that bridges theory and practice. Twenty-nine teachers in the southeastern United States engaged with L4C, a professional learning model designed to integrate principles from the Science of Literacy, Learning, and Instruction into a cohesive platform that links teachers’ content and pedagogical knowledge-building with lesson planning and reflective practice. Data sources included surveys, pre- and post-lesson plans, and AI usage logs from the lesson planning tool. Findings showed that teachers initially reported significant barriers to composing instruction and sought professional learning responsive to their classroom needs. After using L4C, teachers demonstrated notable growth in their knowledge of language components and the quality of their composing lesson designs. Teachers evaluated the platform positively, particularly valuing the linked videos and scripted lesson tools for making theoretical concepts actionable. These findings suggest that AI-driven platforms like L4C can advance teacher learning in practical, individualized, and contextually relevant ways, offering a promising pathway for professional development in early literacy instruction. Full article

(This article belongs to the Special Issue Reading and Writing in the Digital Age: Supporting Language and Literacy Development for Students)

18 pages, 2897 KB

Open AccessArticle

Multimodal Analyses and Visual Models for Qualitatively Understanding Digital Reading and Writing Processes

by Amanda Yoshiko Shimizu, Michael Havazelet, Blaine E. Smith and Amanda P. Goodwin

Educ. Sci. 2025, 15(9), 1135; https://doi.org/10.3390/educsci15091135 - 1 Sep 2025

Cited by 2 | Viewed by 3922

Abstract

As technology continues to shape how students read and write, digital literacy practices have become increasingly multimodal and complex—posing new challenges for researchers seeking to understand these processes in authentic educational settings. This paper presents three qualitative studies that use multimodal analyses and visual modeling to examine digital reading and writing across age groups, learning contexts, and literacy activities. The first study introduces collaborative composing snapshots, a method that visually maps third graders’ digital collaborative writing processes and highlights how young learners blend spoken, written, and visual modes in real-time online collaboration. The second study uses digital reading timescapes to track the multimodal reading behaviors of fifth graders—such as highlighting, re-reading, and gaze patterns—offering insights into how these actions unfold over time to support comprehension. The third study explores multimodal composing timescapes and transmediation visualizations to analyze how bilingual high school students compose across languages and modes, including text, image, and sounds. Together, these innovative methods illustrate the power of multimodal analysis and visual modeling for capturing the complexity of digital literacy development. They offer valuable tools for designing more inclusive, equitable, and developmentally responsive digital learning environments—particularly for culturally and linguistically diverse learners. Full article

(This article belongs to the Special Issue Reading and Writing in the Digital Age: Supporting Language and Literacy Development for Students)

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24 pages, 1294 KB

Open AccessArticle

Student Perceptions of Digital Tools in Language and Translation Programs: A Survey-Based Case Study at the University of Maribor, Slovenia

by Bernarda Leva, Tomaž Onič, Tadej Todorović, Jurij Urh and David Hazemali

Educ. Sci. 2025, 15(9), 1119; https://doi.org/10.3390/educsci15091119 - 28 Aug 2025

Cited by 2 | Viewed by 3093

Abstract

This study investigates how students of English Language and Literature Studies and those of Translation at the University of Maribor, Slovenia, perceive and engage with digital tools in academic and language learning contexts. Although students report high levels of confidence in their digital skills and express positive attitudes towards educational technologies, the survey results reveal a significant gap between perceived competence and actual usage. The study identifies the underutilization of institutional tools, limited awareness of resources available, and a reliance on general-purpose search engines rather than academic platforms. These findings highlight the need for improved digital literacy training, structured onboarding, and integration of digital tools into discipline-specific curricula. By focusing on a student population specializing in linguistics and translation in a Central and Eastern European context, this research contributes a localized perspective to broader discussions on digital transformation in higher education. The study offers applicable recommendations for enhancing institutional strategies and supporting students in becoming competent and critical users of educational technology. Full article

(This article belongs to the Special Issue Reading and Writing in the Digital Age: Supporting Language and Literacy Development for Students)

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Review

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20 pages, 5679 KB

Open AccessReview

Multimodal Writing in Multilingual Space

by Undarmaa Maamuujav

Educ. Sci. 2025, 15(11), 1446; https://doi.org/10.3390/educsci15111446 - 30 Oct 2025

Viewed by 2824

Abstract

This conceptual review article explores the intersection of multimodal writing and multilingualism in a contemporary educational context, with a focus on both secondary and post-secondary classrooms. As digital tools, media platforms, and global communication in interconnected spaces reshape literacy practices, students increasingly communicate and express themselves through a range of modes—visual, audio, textual, and gestural—often in more than one language. This article argues for reimagining and reconceptualizing writing to be a multifaceted literacy practice that integrates multimodal digital tools and that invites multilingual literacy opportunities. Drawing on classroom examples and current research on multimodal writing and translanguaging practices in multilingual spaces, the article explores how educators can support students in developing critical literacy skills through multimodal projects that honor linguistic diversity, cultural identity, and multiple means of expression. The article offers practical strategies for scaffolding multimodal writing in multilingual space, creating inclusive literacy environments where multilingualism and multimodality are seen as a resource, not a barrier. Full article

(This article belongs to the Special Issue Reading and Writing in the Digital Age: Supporting Language and Literacy Development for Students)

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